An examination of a Japanese model of teacher professional learning through Australian and Malaysian lenses

Lesson Study was developed in Japan over 40 years ago. A model of school based teacher professional learning, it examines practice either through direct observation or through classroom artefacts and case studies. It assumes that teacher learning will be more meaningful and effective if embedded in their everyday work. The core of the Lesson Study process involves working on focus lessons, providing a meaningful context for non-threatening lesson observation, and promoting greater collaboration within the group and wider mathematics staff. In Australia, the Lesson Study Project was a state-wide government secondary schools initiative conducted by New South Wales Department of Education and Training for mathematics teachers. It began in 2001, and continues to function after the end of support from the Department. In Malaysia, Lesson Study has just been implemented in two secondary schools since May 2004. This paper aims to share with conference participants, experiences of the Lesson Study Process from two countries: Malaysia and Australia. It seeks to highlight the challenges, constraints and the modifications made as a result of differing cultural contexts. Some video segments of classrooms from both countries will be displayed. It will encourage reflection upon the implementation of Lesson Study in other contexts.