Successful Transposition of Lesson Study

1. Front Matter

   Pages i-x

   PDF

2. Conceptualizing Lesson Study from International Literature

   • Eric C. K. Cheng

   Pages 1-15

3. Reconceptualising Lesson Study as Knowledge Management

   • Eric C. K. Cheng

   Pages 17-28

4. Applying SECI Model for Creating Pedagogical Knowledge

   • Eric C. K. Cheng

   Pages 29-44

5. Rotating PDCA Cycles Through SECI Processes for Curriculum Management

   • Eric C. K. Cheng

   Pages 45-56

6. Institutionalizing Lesson Study for Managing Knowledge

   • Eric C. K. Cheng

   Pages 57-72

This book analyses the organisation cultures that promote Japanese Lesson Study, identifies the soul of lesson study, which is missing in other cultures, and discusses the conditions for successfully transplanting the Lesson Study to other cultures. Adopting Nonaka and Tateuchi’s (1995) SECI knowledge creation model as the analytical lens, it explores the tacit and explicit knowledge convention and creation processes in lesson study. Unpacking the mechanism of the knowledge management process and practices could assist policy makers and school administrators, educators in contextualising lesson study to their school systems. The book provides an accessible discussion of the benefits and challenges of introducing lesson study, and presents three new research dimensions to analyse it: reviewing the historical development of lesson study in terms of the pendulum swings between professional accountability and state accountability in developing the school-based curriculum and the national curriculum; examining lesson study as a knowledge management tool for creating pedagogical knowledge for curriculum implementation: and studying the “kaizen kata” embedded in the PDCA cycles of lesson study as an organization routine for school improvement.

• Lesson Study
• Knowledge Management
• Curriculum Management
• Action research
• Learning Study
• SECI model
• learning and instruction

“Successful Transposition of Lesson Study is a well-informed work that approaches LS, KM and the SECI model not only from the literature, but also from the personal and professional experience of the author (a strength of the book). … This volume will be a useful tool to help teachers and schools outside Japan make the necessary adjustments and decisions when incorporating LS into their practice and organisational routine to create, manage and share knowledge.” (Gabriel Hervas, Educational Review, Vol. 71 (4), 2019)

• The Education University of Hong Kong, Hong Kong, Hong Kong

  Eric C. K. Cheng

Dr. Eric Cheng is a specialist in educational management, knowledge management and lesson study.  He earned his Doctor of Education in education management from the University of Leicester. His publications cover the areas of school management, lesson study and knowledge management. He is the author of an academic book entitled Knowledge Management for School Education published in 2015 by Springer. Eric has launched more than 10 research and development projects with external and competitive funds in the capacity of Principal Investigator (PI).

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