The aim of this chapter is to discuss teachers’ cultural beliefs, i.e. the ones which are strongly dependent on teachers’ culture. We have identified a popular model of teacher education and development – Lesson Study (LS) – one that has the potential of raising the issue of cultural beliefs.This chapter contains a short review of the LS literature, a short discussion of the deep roots of LS in the Confucian Heritage Culture (CHC), the presentation of the theoretical construct of cultural transposition useful in interpreting/designing programs of LS outside the original context and the early findings of a programme in mathematics teacher education and development through LS that has been realized in Italy. We also address the features of the adaptation of the original model of LS in the West and the possible construction of a theory of LS suitable for Western approaches.
Mathematics teachers cultural beliefs: the case of lesson study
Bartolini M. G.Co-primo
;Funghi S.Co-primo
;Ramploud A.Co-primo
2020-01-01
Abstract
The aim of this chapter is to discuss teachers’ cultural beliefs, i.e. the ones which are strongly dependent on teachers’ culture. We have identified a popular model of teacher education and development – Lesson Study (LS) – one that has the potential of raising the issue of cultural beliefs.This chapter contains a short review of the LS literature, a short discussion of the deep roots of LS in the Confucian Heritage Culture (CHC), the presentation of the theoretical construct of cultural transposition useful in interpreting/designing programs of LS outside the original context and the early findings of a programme in mathematics teacher education and development through LS that has been realized in Italy. We also address the features of the adaptation of the original model of LS in the West and the possible construction of a theory of LS suitable for Western approaches.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
