Keynote 2: Motoko Akiba

Deze lezing is een keynote van de WALS. Hij is toegankelijk voor deelnemers aan de Holland Dag. De voertaal is Engels.

Sustaining Lesson Study through Adaptation for System Coherence

Lesson study has spread around the globe as an international model of collaborative teacher learning during the last two decades.  However, little is known about what it takes to sustain lesson study in a new cultural and organizational context.  Considering the potential of lesson study to support a teacher-driven process of instructional improvement, it is important to examine the conditions that support or hinder its sustainability.  Based on a mixed-methods study of lesson study sustainability in Florida, USA, we found that school districts that sustained lesson study (sustaining districts) were more likely than school districts that decreased or stopped lesson study (phasing-out districts) to increase teacher effectiveness over time.  Interview data further revealed that professional development leaders in sustaining districts adapted lesson study to integrate into the district instructional system and supported school and teacher ownership of lesson study process.  Phasing-out districts, on the other hand, developed a district model of lesson study with protocols and involved district facilitators to ensure fidelity of implementation.  These findings support the importance of lesson study adaptation to achieve instructional system coherence in a new cultural and organizational context for sustaining and benefiting from lesson study.

Prof. Motoko Akiba is a Professor and the Department Chair of Educational Leadership and Policy Studies at Florida State University.  She received her B.A. in Education from the University of Tsukuba, Japan, and a dual-title Ph.D. in Educational Theory & Policy and Comparative & International Education from Pennsylvania State University-University Park. Dr. Akiba’s areas of research expertise are teacher policy and reform, teacher professional development, and comparative education policy. Her publications include International handbook of teacher quality and policy (Routledge/Taylor & Francis, 2018) and Improving teacher quality: The U.S. teaching force in global context (Teachers College Press, 2009).