Porovnat metody
Prohlédněte si vybrané metody vedle sebe; řádky, které se liší, jsou zvýrazněny.
| Participativní studium lekcí× | Lesson study× | |
|---|---|---|
| Obor | Terénní metody | Terénní metody |
| Rodina | Process / pipeline | Process / pipeline |
| Rok vzniku≠ | 2000s–2010s (core lesson study from late 19th-century Japan) | Late 19th century Japan; international dissemination from 1999 |
| Tvůrce≠ | Broader participatory framing developed by Pete Dudley and collaborators, building on Japanese jugyokenkyu tradition | Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert |
| Typ≠ | Collaborative practitioner inquiry | Collaborative practitioner inquiry / professional development research |
| Původní zdroj≠ | Dudley, P. (Ed.). (2014). Lesson Study: Professional Learning for Our Time. Routledge. ISBN: 978-0415820714 | Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. ISBN: 978-0684852744 |
| Další názvy | PLS, collaborative lesson study, inclusive lesson study, community lesson study | Jugyou Kenkyuu, LS, collaborative lesson research, teaching study |
| Příbuzné | 5 | 5 |
| Shrnutí≠ | Participatory Lesson Study is an iterative, team-based professional development approach in which teachers — and often students, parents, or community members — jointly plan, observe, and critically reflect on live lessons to improve learning for a specific group of students. It extends the Japanese lesson study tradition by explicitly broadening participation beyond the teaching team to include diverse stakeholders, foregrounding equity, inclusion, and community perspectives in the inquiry cycle. | Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide. |
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