Active Learning and Teacher Training: Lesson Study and Professional Learning Communities
PDF (English)

Jak citovat

Ishii, K. (2017). Active Learning and Teacher Training: Lesson Study and Professional Learning Communities. Scientia in Educatione, 8.


Active learning is an innovation of teaching and learning and strongly connected to teacher education reform. A teacher’s role in a knowledge-based society is being shifted from a knowledge teller to a facilitator. It is diï¬cult to shift a teacher’s perspective from “how to teach” to “how students learn.” However, through a collaborative lesson study, teachers can discuss students’ learning in a classroom. The university can function as a facilitator to cultivate a professional learning community. This paper discusses the practice of active learning in teacher training at the University of Fukui in Japan. The faculty provides active learning for prospective teachers to engage collaboratively in scientific inquiry using physics by inquiry. Based on the viewpoint that teacher development is a continuous, lifelong process, and the teacher is a reï¬ective practitioner, teacher training should also be an active, lifelong endeavor. Moreover, the system and structure of the lesson study and collaborative reï¬ection promote a professional learning community. Both pre-service and in-service teachers develop pedagogical content knowledge through repeated practice and reï¬ection.
PDF (English)


Akita, K. (2012). Building learning and caring communities through high-quality lesson

studies. [online]. Available from

Engelhardt, P. & Beichner, R. (2004). Students’ understanding of direct current resistive

electrical circuits. American Journal of Physics, 72(1), 98–115.

Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture

in the postmodern age. Teachers College Press.

Ishii, K. (2011). The professional development of a science teacher as a reflective

practitioner. Studies in and on Teacher Education, 4, 243–254 (in Japanese).

Ishii, K. & Yamada, Y. (2012). Teacher training program using active learning based on

physics by inquiry. WCPE 2012 Proceedings.

Lewis, C. (2012). What is lesson study? Lesson study group at Mills College. Available


Lieberman, A. & Miller, L. (2008). Teachers in professional communities. Teachers

College Press.

McDermott, L. (1996). Physics Education Group at the University of Washington.

Physics by inquiry Volumes I and II. New York: John Wiley & Sons, Inc.

Ministry of Education, Culture, Sports, Science & Technology in Japan. (2008).

Improvement of academic abilities (Courses of study). Available at

Murata, Y. & Yamaguchi, M. (2010). A bilingual text: Education in contemporary

Japan — System and culture. Toshindo.

National Association for the Study of Educational Methods. (2011). Lesson Study.


National Committee on Science Education Standards and Assessment. (1996). National

Science Education Standard.

Organisation for Economic Co-operation and Development. (2007). Programme for

International Student Assessment (PISA) 2006 science competencies for tomorrow’s

world. Available at pdf/education/20071204sg speech.pdf

Sasaki, Y. (2011). The process of constructing a lesson with collaboration and reflection.

(in Japanese).

Schön, D.A. (1984). The reflective practitioner: How professionals think in action. New

York: Basic Books.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of new reform. Harvard

Educational Review, 57, 1–22.

Stigler, J. & Hiebert, J. (1999). The teaching gap: Free press reprint.

University of Fukui, Faculty of Education and Regional Studies. (2002). Design of

Japanese teacher education reconstruction in 21st century. Center for Network and

Collaboration Supporting Regional Education Reconstruction.

Wenger, E. et al. (2002). Communities of practice: A guide to managing knowledge.

Harvard Business School Press.