Interpreting differences in learning in terms of differences in the pattern of variation and invariance in teaching: The Hong Kong learning study

Research output: Contribution to journalArticle

Abstract

This paper introduces the distinctive features of Learning Study, a branch of lesson study, conducting Hong Kong. It uses a case to illustrate how Learning Study, based on a framework derived from the Theory of Variation, can become a powerful tool to improve the quality of teaching and learning in schools. This paper argues that a conceptual framework that has cornsensus from the research team will form a strong underpinning and help facilitate professionl dialogue between researchers and teachers, therefore extending the potential of lesson study as a tool for improving instruction. Copyright © 2007 Graduate School of Education and Human Development, Nagoya University.
Original languageEnglish
Pages (from-to)1-15
JournalNagoya Journal of Education and Human Development
Volume3
Publication statusPublished - 2007

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Citation

Ko, P. Y. (2007). Interpreting differences in learning in terms of differences in the pattern of variation and invariance in teaching: The Hong Kong learning study. Nagoya Journal of Education and Human Development, 3, 1-15.

Keywords

  • Teacher Education
  • Theory and Practice of Teaching and Learning