定例オンラインセミナー講演会No.176「連続セミナー・授業研究を軸に教師教育を改革する・Learning Studyから考える授業研究―Yew Chung College of Early Childhood EducationのEric C. K. Cheng先生に学ぶ―」を開催します。(2025.03.04)

Lesson Study vs Learning Study: A Comparative Analysis of Two Teacher Professional Development Approaches
【Abstract】
This presetent examines the key distinctions and commonalities between Lesson Study and Learning Study as approaches to teacher professional development. While both methodologies share foundational elements of collaborative action research and follow PDCA cycles, they differ significantly in their theoretical underpinnings and implementation focus. Lesson Study, originating from Japan, offers a broader framework for examining teaching practices, while Learning Study, developed in Hong Kong, employs variation theory to specifically analyze how students learn particular content. Through comparing their origins, processes, and theoretical frameworks, this analysis provides educators and researchers with insights for selecting and implementing these approaches to enhance teaching effectiveness and student learning outcomes.