A Case Study On The Teachers’ Professional Development In School-Based Lesson Study

Over the past decade, Lesson Study as a teachers’ professional development model has attracted the world’s attention. Lesson study is literally translated form a Japanese term, which refers to collaborative research carried out by teachers in their teaching process. Lesson Study advocates that students are the center of the study, while teachers dominant the lesson study. It is different from the traditional teachers’ professional development model, which has great reference significance to us.The study selected Y school which the author has been collaborated with as a research object. The author collects data through means of participant observation, interviews, text and image analysis. On this basis, the author uses the theoretical interpretation to case teaching research in lesson study process, and then draw conclusions. The preamble and the first chapter are mainly defined the research background and the research situation of international lesson study. The second chapter uses the narrative way of presenting the case school lesson study in the process of teachers’ growth story. The third chapter reveals the intrinsic mechanisms to promote the professional development of teachers through the three aspects of teachers’ professional development:purposes, path, atmosphere. and then clear the positive role of it in promoting the awareness of teachers and teachers’ practical knowledge as well as the teaching philosophy. On the basis of reflection of the Lesson Study, the fourth chapter points out school for future implementation of lesson study the realistic predicament and improvement direction.