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Building Lesson Study Communities to Support Teacher Collaboration for Professional Development PROCEEDINGS

, Tokyo University of Agriculture and Technology, Japan

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper addresses how the peer reviewing system (FD Commons) was used as an analytical tool to identify key principles and criteria for assessment of teaching and learning in higher education. The focus of this study was to understand viewpoints of educational events among reviewers during “lesson study” by examining what type of knowledge was shared by reviewers. Based on this analysis, we could reuse the comments to design the rubric for lectures evaluation. In this paper, we present the overview of our Peer Review Process Project and report five pilot studies conducted in spring term 2009. The successive trials revealed the following three points: (1) the contents of lecture summary differed between reviewers in specialty and teaching experience, (2) reviewers wrote more comments concerning lecture quality than basic teaching skills, (3) as keywords for self-reflection, lecturers used content information rather than pedagogical points.

Citation

Kato, Y. (2010). Building Lesson Study Communities to Support Teacher Collaboration for Professional Development. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 111-118). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 12, 2018 from .

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