Case study reveals the effectiveness of Global Lesson Study for professional development among in-service teachers, suggesting improvements in educational practices.
In this study, based on the Global Lesson Study (GLS) program, an mathematics lesson study was conducted between teachers in Japan and Singapore, with Japan as the host school. In the process of the GLS, it was confi rmed that the GLS functions as a Plan-Do-Check-Act (PDCA) cycle and that it is eff ective to implement the GLS in a two-year cycle when it is implemented among in-service teachers. As an “Extension”, we proposed the following two points: (1) the possibility of action research by combining survey research and classroom practice, and (2) the possibility of a “GLS package” in the context of international educational cooperation.
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SAKAI et al. (2022) studied this question.
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