The Most Significant Factor Underlying Japanese Students’ Academic Success: Lesson Study Author: Yuanher Robin Hwang(Graduate Institute of Curriculum and Instruction, MingDao University),Bih-Jen Fwu(Center for Teacher Education, National Taiwan University)

Vol.&No.：Vol. 56, No. 4
Date：December 2011
Pages：69-97
DOI：10.3966/2073753X2011125604003

Abstract：

The outstanding performance of Japanese students in the Trends in International Mathematics and Science Study (TIMSS) in 1995 attracted significant international attention. Numerous education researchers have attempted to determine what factors or practices underlie Japanese students’ success. They found that lesson study, a specialized model of teacher professional development used in Japan for over 100 years, can be credited with significant contributions to the improvement of instructional practices, resulting in excellent student performance and academic achievement. This study investigates how lesson study furthers teacher professional development and improves student learning, and examines and analyzes the underlying rationale. Finally, we present the practical implications of this investigation and analysis to inform current discussions on education and teacher professional development in Taiwan.

Keywords：social constructivism, professional development, lesson study, TIMSS, student learning

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