Linganisha mbinu
Pitia mbinu ulizochagua bega kwa bega; safu zinazotofautiana zinaangaziwa.
| Uchunguzi wa Darasani× | Mafunzo ya Somo× | |
|---|---|---|
| Nyanja | Mbinu za Uwandani | Mbinu za Uwandani |
| Familia | Process / pipeline | Process / pipeline |
| Mwaka wa asili≠ | 1960s (Flanders Interaction Analysis); refined through 1990s–2000s | Late 19th century Japan; international dissemination from 1999 |
| Mwanzilishi≠ | Ned Flanders (systematic interaction analysis); Robert Pianta et al. (CLASS system) | Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert |
| Aina≠ | Qualitative and quantitative observational research | Collaborative practitioner inquiry / professional development research |
| Chanzo asilia≠ | Flanders, N. A. (1970). Analyzing Teaching Behavior. Addison-Wesley. link ↗ | 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 |
| Majina mbadala | classroom observation research, structured classroom observation, instructional observation, lesson observation | Jugyou Kenkyuu, LS, collaborative lesson research, teaching study |
| Zinazohusiana≠ | 6 | 5 |
| Muhtasari≠ | Classroom observation is a field research method in which a trained observer systematically watches, documents, and analyzes teaching and learning events as they occur in a real classroom setting. It can be structured (using a predefined coding instrument such as Flanders Interaction Analysis or CLASS), semi-structured, or open-ended (ethnographic notes), and is used across educational research, teacher professional development, school evaluation, and curriculum studies to generate ecologically valid evidence about instructional practice. | 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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