- Email: [email protected]
Collaboration between Inservice Teachers and Student Intern in Thai Lesson Study
Available online at www.sciencedirect.com
ScienceDirect Procedia - Social and Behavioral Sciences 116 (2014) 28 – 32
5th World Conference on Educational Sciences-WCES 2013
Collaboration between Inservice Teachers and Student Intern in Thai Lesson Study Weerasuk Kanauan a *, Narumol Inprasitha b a b
Center for Research in Mathematics Education, Khon Kaen University, Thailand Center for Research in Mathematics Education, Khon Kaen University, Thailand
Abstract Thailand implemented a Lesson Study and Open Approach in Thai school culture with a unique way of adapting Japanese professional development (Inprasitha, 2012). In schools with student interns, there is a collaboration between them and inservice teachers in a 3 phase Lesson Study (Inprasitha, 2010). This qualitative case study research aimed to study the collaborative working of a first grade’ Lesson Study team (two inservice teachers and one student intern) from Kookham Pittayasan school. Data were collected by participatory observation and using questionnaires, interviewing and video recording. Research results revealed as follows: 1) collaboratively designed research lessons, these research lessons have been used by the same group of inservice teachers and group of student interns in the last six years. This year, the student intern revised these research lessons and brought forward to discuss with inservice teacher. 2) collaboratively observing the research lesson, based on their classroom observations in the previous years, inservice teachers took their roles in observing and recording students’ ideas, ways of solving problems, and etc., in order to bring to the discussion in the third phase. 3) Collaboratively reflections on teaching practice. Steps of reflections were a) immediately after the classes, they discuss student’ ideas and how to improve the next class. b) At the end of the week, all teachers in school have weekly reflections together. The research findings support the way inservice teacher and student intern can work collaboratively, rather than inservice teachers just supervising student intern.
Selection peer review under the responsibility of Prof. Dr. Servet Bayram © 2013 Theand Authors. Published by Elsevier Ltd. Selection and/or peer-review under Academic World Education and Research Center. © 2013 The Authors. Published byresponsibility Elsevier Ltd.of All rights reserved. Keywords: Collaboration, Lesson Study, Open Approach, Working together;
1. Introduction Collaboration and cooperation are regarded as key factors in professional development (Gellert, 2008), the process that made teacher collaboration concrete and focuses on specific goals was Lesson Study (WangIverson, 2005) It originated in Japan from Japanese Language “Jugyokenkyuu” (Stigler & Hiebert, 1999, Baba, 2007) as an important model of Japanese Teacher Development (Lewis, 2002). It was also a process the teachers used continuously to develop their teaching method by working with other teachers to investigate and understand
* Corresponding name: Weerasuk kanauan Tel.: +6-680-746-1748 E-mail address: [email protected]
1877-0428 © 2013 The Authors. Published by Elsevier Ltd.
Selection and/or peer-review under responsibility of Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.01.163
Weerasuk Kanauan and Narumol Inprasitha / Procedia - Social and Behavioral Sciences 116 (2014) 28 – 32
student thinking. The major point of Lesson Study in every process was teachers working together (Baba, 2007). Lesson Study provided opportunities for teachers to observe directly learning and teaching in the classroom, and for students to be the focus for teachers’ professional development as well as teachers’ individual professional development (Inprasitha, 2009). The implementation of Lesson Study included various steps by different researchers: Lewis (2002) specified four steps, Fernandez & Yoshida (2004) specified six steps, whereas Stigler & Hiebert (1999) specified eight steps. The number of steps of Lesson Study differed, but there was the same goal of working together based on the Lesson Study process. It might be said that the Japanese teachers had simple steps including collaboration in Learning Management Planning, the use of Planning and classroom observation together, and reflection together after classroom observations (Inprasitha et. al., 2007, Isoda 2010, Yoshida, 2008). Thailand implemented this Lesson Study and Open Approach in Thai school culture with a unique way of adapting Japanese professional development (Inprasitha, 2012) by the Center for Research in Mathematics Education, Khon Kaen University by adjusting the steps of Lesson Study Process into three phases: Phase 1: Collaboratively design research lesson, Phase 2: Collaboratively observing the research lesson, and Phase 3: Collaboratively reflecting on teaching practice. It was a weekly activity throughout a school year and was developed aligned with the Open Approach as a teaching method and included four steps: 1) Posing openended problems, 2) Student’s self-learning through problem solving, 3) Whole class discussion and comparison, and 4) Summarization through students’ mathematical idea association occurring in the whole class (Inprasitha, 2010). In Thailand, the student interns participated in Lesson Study in 2008 by working with teachers as a school teacher as well as a member of Lesson Study Team based on Inprasitha’s (2010) approach. It was a weekly activity throughout a school year. In 2009, there were schools using the Lesson Study under the Center for Research in Mathematics Education in many areas of Thailand. The student interns who administered the Lesson Study and Open Approach as an instrument in teaching practice in school were in those areas to teach and work with in-service teachers. In-service teachers consisted both of those who understood the innovation and those who didn’t experience the training or understand it. They had to work together under the umbrella of Lesson Study. Collaboration between teachers and student interns supported the existence of these two innovations. Owing to different contexts, working habits of each student intern, and teacher, which could lead to various guidelines for working together, adjusting the working style based on the Lesson Study Process in order to survive in that context. In real practice, it wasn’t easy, for those persons had to work on the process regularly. There were problems since they couldn’t practice their work according to the Lesson Study every week. The researcher viewed that it was necessary to study the approach in working together between teachers and student interns who used the Lesson Study and Open Approach in existing conditions, in order to see the picture in practice as a guideline of teacher development in the future. 2. Research Methodology This qualitative case study research aimed to study the collaborative working of the first grade’ Lesson Study team from Kookham Pittayasan school. The target group was the first grade’ Lesson Study team from Kookham Pittayasan school, which included two inservice teachers and one student intern from the major field of mathematics education, Faculty of Education, Khon Kaen University during the 2011 school year. The data was gathered in three way, 1) Questionnaire with inservice teachers and student intern, 2) Participatory observation and video recording following Lesson Study activity for one month and 3) Interviewing with inservice teachers and student intern. Data were analyzed by protocol analysis and analytic description based on the process of Inprasitha’s Lesson Study (2010) including three phases of implementation under the following model:
29
30
Weerasuk Kanauan and Narumol Inprasitha / Procedia - Social and Behavioral Sciences 116 (2014) 28 – 32
Posing open-ended problem
Summarization through connecting students’ mathematical ideas emerged in the classroom
Collaboratively designing research lesson
Collaboratively reflecting on teaching practice
Students’ self learning through problem solving Whole class discussion and comparison
Open Approach
Collaboratively observing the research lesson
Lesson Study Weekly Cycle
Figure 1. Model of Lesson Study cycle and Open Approach for analysis of Collaboration between inservice teachers and student interns (adapted from Inprasitha, 2010)
3. Context Kookham Pittayasan school has implemented Lesson Study since 2006 and was a pilot school of the project of Mathematics Teaching Professional Development by Lesson Study and Open Approach based on Center for Research in Mathematics Education, Khon Kaen University. The school adapted Lesson Study throughout the whole school based on Inprasitha (2010) that was weekly activity. This research focus on The first grade’ Lesson Study team that developed lesson plans with Open Approach ongoing. Lesson Study has currently operated continuously for 6 years. 2008 was the first year in which student interns participated in Lesson Study by working with inservice teachers as a school teacher as well as a member of Lesson Study team based on Inprasitha’s approach (2010). It was a weekly activity throughout a school year and used Open Approach with whole first grade’ mathematics curriculum. They have lesson plan to improve next year. Student interns, which worked together with inservice teachers in school, used Lesson Study for one academic year (eight months in two semesters). 4. Research Result 4.1 Collaboratively designing research lesson The time for collaborative designed research lesson was officially set by the school for every Tuesday at 03:30 p.m. - 06:00 p.m. but implementation of first grade’ Lesson Study team spent more of their time than that alloteed at school practice; 1) The time is officially set by the school 2) unofficial time (immediately after teaching practice and after school each day). The research lessons have been used by the same group of inservice teachers and groups of student interns in the last six years. This year, student interns revised these research lessons and brought them to discuss with inservice teachers. The student intern played an important role in
Weerasuk Kanauan and Narumol Inprasitha / Procedia - Social and Behavioral Sciences 116 (2014) 28 – 32
determining the sequence of activities more than the teacher. The inservice teachers played a major role in determining the key words, giving information in conjecturing students’ ideas and ways of solving problems as well as outcome, as compared to the former school year in order to be major information in determining the sequence of activities, and open-ended problem situation. They made shared decision making the issues of activity sequence in teaching practice. 4.2 Collaboratively observing the research lesson When the student intern organized teaching by four steps of Open Approach based on specified lesson plan, the inservice teachers was a observer by observing and recording based on their classroom observations in the previous years, inservice teachers took their roles in observing and take notes students’ ideas, way of solving, effectiveness of problem situations and materials, in order to bring forth discussion in the third phase. Then, the in-service teachers helped the student intern in classroom by facilitating the students in managing the materials, equipment, and site such as handing out equipment for performing activity to the classroom students. 4.3 Collaboratively reflecting on teaching practice The time for collaborative designed research lesson is officially set by the school on every Thursday at 03:00 p.m. – 06:00 p.m. But thier implemented 2 steps of reflections were a) immediately after the classes, they discuss student’ ideas and how to improve in next teaching. b) At the end of the week, all teachers in school have weekly reflections together. The student intern as a teacher reflected before inservice teachers as an observer. It found that the student intern reflected on occurring things by reflecting the outcome of lesson plan with details in steps of teaching, weak points of activity, existing problems, the students’ ideas and way of solving. Whereas the inservice teachers provided additional reflection in the classroom students’ ideas more than the student intern in order to utilize in developing the learning process management further. 5. Discussions The context of working based on process of Lesson Study, was the area in which both of teacher and school student intern could learn through collaborative working. The student intern learned knowledge from theories in her field of study whereas the teacher obtained knowledge from participation in training. The important thing was that: the inservice teacher had experience from practicing. When both of them worked together, they could share knowledge and experience with each other. According to this context, this teacher’s development model could be used for developing both of inservice teachers, and student intern who would be an inservice teacher in the educational system in the future. The research findings support the way inservice teacher and student intern can work collaboratively, rather than inservice teachers just supervise student intern. It was supported by Yoshida’s (2008) statement as: Lesson Study prepared working experience which was more than teacher’s work development. The structure and collaborative work according to Lesson Study Process, could create system in transferring all experience for developing the new teacher. Acknowledgements This work was supported by the Higher Education Research Promotion and National Research University Project of Thailand, Office of the Higher Education Commission, through the Cluster of Research to Enhance the Quality of Basic Education. I would like to thank Center for Research in Mathematics Education, Khon Kaen University, Thailand for supporting by grant fund for this research.
31
32
Weerasuk Kanauan and Narumol Inprasitha / Procedia - Social and Behavioral Sciences 116 (2014) 28 – 32
References Baba, T. (2007). “How is Lesson Study Implemented?”. Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement. Singapore: World Scientific Publishing. Fernandez, C. & Yoshida, M. (2004). Lesson Study: A Japanese approach to improving mathematic teaching and learning. New Jersey: Lawrence Erlbaum Associate. Gellert, U. (2008). Routines and collective orientations in mathematics teachers’ professional development. Educational Studies in Mathematics, 67, 93-110. Inprasitha, N. (2009). Lesson Study: An Innovation for Teacher and Student. Doctoral Dissertation in Curriculum and Instruction, Graduate School, Khon Kaen University. Inprasitha, M. (2012). How to transfer Lesson Study to outside Japan: A decade of Thailand experience. Proceedings of 12th International Congress on Mathematical Education (ICME12), Seoul, Korea. Inprasitha, M. (2010). One Feature of Adaptive Lesson Study in Thailand: Designing Learning Unit. Proceedings of the 45 National Meeting of Mathematics Education, 193-206. Gyeongju: Dongkook University. Inprasitha, M., Pattanajak, A. & Tesarin, P. (2007). Context Preparation for Application in Japanese Teaching Professional Development called “Lesson Study,” in Thailand. Proceedings of The First National Academic Conference in Japanese Study Network. Bangkok: Sangseau Co. Ltd. Isoda, M. (2010). Lesson Study: Problem Solving Approaches in Mathematics Education as a Japanese Experience. Procedia-Social and Behavioral Sciences, 8, 17-27. Lewis, C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Philadelphia, PA: Research for Better Schools, Inc. Stigler, J.W.& Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World’s Teacher for Improving Education in the Classroom. New York: The Free Press. Wang-Iverson, P. (2005). What Makes Lesson Study Unique?. Building Our Understanding of Lesson Study. Philadelphia: Research for Better schools, 15-20. Yoshida, M. (2008). Exploring Ideas for a Mathematics Teacher Educator’s Contribution to Lesson Study. The International Handbook of Mathematics Teacher Education vol. 2 Tools and Processes in Mathematics Teacher Education, Sense Publisher, 8-15.
ScienceDirect Procedia - Social and Behavioral Sciences 116 (2014) 28 – 32
5th World Conference on Educational Sciences-WCES 2013
Collaboration between Inservice Teachers and Student Intern in Thai Lesson Study Weerasuk Kanauan a *, Narumol Inprasitha b a b
Center for Research in Mathematics Education, Khon Kaen University, Thailand Center for Research in Mathematics Education, Khon Kaen University, Thailand
Abstract Thailand implemented a Lesson Study and Open Approach in Thai school culture with a unique way of adapting Japanese professional development (Inprasitha, 2012). In schools with student interns, there is a collaboration between them and inservice teachers in a 3 phase Lesson Study (Inprasitha, 2010). This qualitative case study research aimed to study the collaborative working of a first grade’ Lesson Study team (two inservice teachers and one student intern) from Kookham Pittayasan school. Data were collected by participatory observation and using questionnaires, interviewing and video recording. Research results revealed as follows: 1) collaboratively designed research lessons, these research lessons have been used by the same group of inservice teachers and group of student interns in the last six years. This year, the student intern revised these research lessons and brought forward to discuss with inservice teacher. 2) collaboratively observing the research lesson, based on their classroom observations in the previous years, inservice teachers took their roles in observing and recording students’ ideas, ways of solving problems, and etc., in order to bring to the discussion in the third phase. 3) Collaboratively reflections on teaching practice. Steps of reflections were a) immediately after the classes, they discuss student’ ideas and how to improve the next class. b) At the end of the week, all teachers in school have weekly reflections together. The research findings support the way inservice teacher and student intern can work collaboratively, rather than inservice teachers just supervising student intern.
Selection peer review under the responsibility of Prof. Dr. Servet Bayram © 2013 Theand Authors. Published by Elsevier Ltd. Selection and/or peer-review under Academic World Education and Research Center. © 2013 The Authors. Published byresponsibility Elsevier Ltd.of All rights reserved. Keywords: Collaboration, Lesson Study, Open Approach, Working together;
1. Introduction Collaboration and cooperation are regarded as key factors in professional development (Gellert, 2008), the process that made teacher collaboration concrete and focuses on specific goals was Lesson Study (WangIverson, 2005) It originated in Japan from Japanese Language “Jugyokenkyuu” (Stigler & Hiebert, 1999, Baba, 2007) as an important model of Japanese Teacher Development (Lewis, 2002). It was also a process the teachers used continuously to develop their teaching method by working with other teachers to investigate and understand
* Corresponding name: Weerasuk kanauan Tel.: +6-680-746-1748 E-mail address: [email protected]
1877-0428 © 2013 The Authors. Published by Elsevier Ltd.
Selection and/or peer-review under responsibility of Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.01.163
Weerasuk Kanauan and Narumol Inprasitha / Procedia - Social and Behavioral Sciences 116 (2014) 28 – 32
student thinking. The major point of Lesson Study in every process was teachers working together (Baba, 2007). Lesson Study provided opportunities for teachers to observe directly learning and teaching in the classroom, and for students to be the focus for teachers’ professional development as well as teachers’ individual professional development (Inprasitha, 2009). The implementation of Lesson Study included various steps by different researchers: Lewis (2002) specified four steps, Fernandez & Yoshida (2004) specified six steps, whereas Stigler & Hiebert (1999) specified eight steps. The number of steps of Lesson Study differed, but there was the same goal of working together based on the Lesson Study process. It might be said that the Japanese teachers had simple steps including collaboration in Learning Management Planning, the use of Planning and classroom observation together, and reflection together after classroom observations (Inprasitha et. al., 2007, Isoda 2010, Yoshida, 2008). Thailand implemented this Lesson Study and Open Approach in Thai school culture with a unique way of adapting Japanese professional development (Inprasitha, 2012) by the Center for Research in Mathematics Education, Khon Kaen University by adjusting the steps of Lesson Study Process into three phases: Phase 1: Collaboratively design research lesson, Phase 2: Collaboratively observing the research lesson, and Phase 3: Collaboratively reflecting on teaching practice. It was a weekly activity throughout a school year and was developed aligned with the Open Approach as a teaching method and included four steps: 1) Posing openended problems, 2) Student’s self-learning through problem solving, 3) Whole class discussion and comparison, and 4) Summarization through students’ mathematical idea association occurring in the whole class (Inprasitha, 2010). In Thailand, the student interns participated in Lesson Study in 2008 by working with teachers as a school teacher as well as a member of Lesson Study Team based on Inprasitha’s (2010) approach. It was a weekly activity throughout a school year. In 2009, there were schools using the Lesson Study under the Center for Research in Mathematics Education in many areas of Thailand. The student interns who administered the Lesson Study and Open Approach as an instrument in teaching practice in school were in those areas to teach and work with in-service teachers. In-service teachers consisted both of those who understood the innovation and those who didn’t experience the training or understand it. They had to work together under the umbrella of Lesson Study. Collaboration between teachers and student interns supported the existence of these two innovations. Owing to different contexts, working habits of each student intern, and teacher, which could lead to various guidelines for working together, adjusting the working style based on the Lesson Study Process in order to survive in that context. In real practice, it wasn’t easy, for those persons had to work on the process regularly. There were problems since they couldn’t practice their work according to the Lesson Study every week. The researcher viewed that it was necessary to study the approach in working together between teachers and student interns who used the Lesson Study and Open Approach in existing conditions, in order to see the picture in practice as a guideline of teacher development in the future. 2. Research Methodology This qualitative case study research aimed to study the collaborative working of the first grade’ Lesson Study team from Kookham Pittayasan school. The target group was the first grade’ Lesson Study team from Kookham Pittayasan school, which included two inservice teachers and one student intern from the major field of mathematics education, Faculty of Education, Khon Kaen University during the 2011 school year. The data was gathered in three way, 1) Questionnaire with inservice teachers and student intern, 2) Participatory observation and video recording following Lesson Study activity for one month and 3) Interviewing with inservice teachers and student intern. Data were analyzed by protocol analysis and analytic description based on the process of Inprasitha’s Lesson Study (2010) including three phases of implementation under the following model:
29
30
Weerasuk Kanauan and Narumol Inprasitha / Procedia - Social and Behavioral Sciences 116 (2014) 28 – 32
Posing open-ended problem
Summarization through connecting students’ mathematical ideas emerged in the classroom
Collaboratively designing research lesson
Collaboratively reflecting on teaching practice
Students’ self learning through problem solving Whole class discussion and comparison
Open Approach
Collaboratively observing the research lesson
Lesson Study Weekly Cycle
Figure 1. Model of Lesson Study cycle and Open Approach for analysis of Collaboration between inservice teachers and student interns (adapted from Inprasitha, 2010)
3. Context Kookham Pittayasan school has implemented Lesson Study since 2006 and was a pilot school of the project of Mathematics Teaching Professional Development by Lesson Study and Open Approach based on Center for Research in Mathematics Education, Khon Kaen University. The school adapted Lesson Study throughout the whole school based on Inprasitha (2010) that was weekly activity. This research focus on The first grade’ Lesson Study team that developed lesson plans with Open Approach ongoing. Lesson Study has currently operated continuously for 6 years. 2008 was the first year in which student interns participated in Lesson Study by working with inservice teachers as a school teacher as well as a member of Lesson Study team based on Inprasitha’s approach (2010). It was a weekly activity throughout a school year and used Open Approach with whole first grade’ mathematics curriculum. They have lesson plan to improve next year. Student interns, which worked together with inservice teachers in school, used Lesson Study for one academic year (eight months in two semesters). 4. Research Result 4.1 Collaboratively designing research lesson The time for collaborative designed research lesson was officially set by the school for every Tuesday at 03:30 p.m. - 06:00 p.m. but implementation of first grade’ Lesson Study team spent more of their time than that alloteed at school practice; 1) The time is officially set by the school 2) unofficial time (immediately after teaching practice and after school each day). The research lessons have been used by the same group of inservice teachers and groups of student interns in the last six years. This year, student interns revised these research lessons and brought them to discuss with inservice teachers. The student intern played an important role in
Weerasuk Kanauan and Narumol Inprasitha / Procedia - Social and Behavioral Sciences 116 (2014) 28 – 32
determining the sequence of activities more than the teacher. The inservice teachers played a major role in determining the key words, giving information in conjecturing students’ ideas and ways of solving problems as well as outcome, as compared to the former school year in order to be major information in determining the sequence of activities, and open-ended problem situation. They made shared decision making the issues of activity sequence in teaching practice. 4.2 Collaboratively observing the research lesson When the student intern organized teaching by four steps of Open Approach based on specified lesson plan, the inservice teachers was a observer by observing and recording based on their classroom observations in the previous years, inservice teachers took their roles in observing and take notes students’ ideas, way of solving, effectiveness of problem situations and materials, in order to bring forth discussion in the third phase. Then, the in-service teachers helped the student intern in classroom by facilitating the students in managing the materials, equipment, and site such as handing out equipment for performing activity to the classroom students. 4.3 Collaboratively reflecting on teaching practice The time for collaborative designed research lesson is officially set by the school on every Thursday at 03:00 p.m. – 06:00 p.m. But thier implemented 2 steps of reflections were a) immediately after the classes, they discuss student’ ideas and how to improve in next teaching. b) At the end of the week, all teachers in school have weekly reflections together. The student intern as a teacher reflected before inservice teachers as an observer. It found that the student intern reflected on occurring things by reflecting the outcome of lesson plan with details in steps of teaching, weak points of activity, existing problems, the students’ ideas and way of solving. Whereas the inservice teachers provided additional reflection in the classroom students’ ideas more than the student intern in order to utilize in developing the learning process management further. 5. Discussions The context of working based on process of Lesson Study, was the area in which both of teacher and school student intern could learn through collaborative working. The student intern learned knowledge from theories in her field of study whereas the teacher obtained knowledge from participation in training. The important thing was that: the inservice teacher had experience from practicing. When both of them worked together, they could share knowledge and experience with each other. According to this context, this teacher’s development model could be used for developing both of inservice teachers, and student intern who would be an inservice teacher in the educational system in the future. The research findings support the way inservice teacher and student intern can work collaboratively, rather than inservice teachers just supervise student intern. It was supported by Yoshida’s (2008) statement as: Lesson Study prepared working experience which was more than teacher’s work development. The structure and collaborative work according to Lesson Study Process, could create system in transferring all experience for developing the new teacher. Acknowledgements This work was supported by the Higher Education Research Promotion and National Research University Project of Thailand, Office of the Higher Education Commission, through the Cluster of Research to Enhance the Quality of Basic Education. I would like to thank Center for Research in Mathematics Education, Khon Kaen University, Thailand for supporting by grant fund for this research.
31
32
Weerasuk Kanauan and Narumol Inprasitha / Procedia - Social and Behavioral Sciences 116 (2014) 28 – 32
References Baba, T. (2007). “How is Lesson Study Implemented?”. Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement. Singapore: World Scientific Publishing. Fernandez, C. & Yoshida, M. (2004). Lesson Study: A Japanese approach to improving mathematic teaching and learning. New Jersey: Lawrence Erlbaum Associate. Gellert, U. (2008). Routines and collective orientations in mathematics teachers’ professional development. Educational Studies in Mathematics, 67, 93-110. Inprasitha, N. (2009). Lesson Study: An Innovation for Teacher and Student. Doctoral Dissertation in Curriculum and Instruction, Graduate School, Khon Kaen University. Inprasitha, M. (2012). How to transfer Lesson Study to outside Japan: A decade of Thailand experience. Proceedings of 12th International Congress on Mathematical Education (ICME12), Seoul, Korea. Inprasitha, M. (2010). One Feature of Adaptive Lesson Study in Thailand: Designing Learning Unit. Proceedings of the 45 National Meeting of Mathematics Education, 193-206. Gyeongju: Dongkook University. Inprasitha, M., Pattanajak, A. & Tesarin, P. (2007). Context Preparation for Application in Japanese Teaching Professional Development called “Lesson Study,” in Thailand. Proceedings of The First National Academic Conference in Japanese Study Network. Bangkok: Sangseau Co. Ltd. Isoda, M. (2010). Lesson Study: Problem Solving Approaches in Mathematics Education as a Japanese Experience. Procedia-Social and Behavioral Sciences, 8, 17-27. Lewis, C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Philadelphia, PA: Research for Better Schools, Inc. Stigler, J.W.& Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World’s Teacher for Improving Education in the Classroom. New York: The Free Press. Wang-Iverson, P. (2005). What Makes Lesson Study Unique?. Building Our Understanding of Lesson Study. Philadelphia: Research for Better schools, 15-20. Yoshida, M. (2008). Exploring Ideas for a Mathematics Teacher Educator’s Contribution to Lesson Study. The International Handbook of Mathematics Teacher Education vol. 2 Tools and Processes in Mathematics Teacher Education, Sense Publisher, 8-15.