Date(s) - 27/04/2017
1:00 pm - 2:00 pm
In the latter part of 1990s, an approach of school reform, called as ‘school as learning community’ (SLC) or ‘lesson study for learning community’ (LSLC) started to be practised in three pilot schools in Japan. Since then, this approach, SLC/LSLC, has caused many cases of successful turn-around of lowly functioning schools at various risks in Japan. Under this approach, the strongest emphasis is given to learning of each member—every child can have opportunities to learn with high quality through collaborative learning, every teacher can grow as professionals by joint observation and reflection and as many parents and local residents as possible can participate in the process of learning—based on various critical theories. In other words, a strong nexus between various critical theories and practitioners’ eminence has been tied up in this approach. This approach has been implemented in various Asian countries—Korea, China, Taiwan, Indonesia, Vietnam and Thailand. This presentation aims at (1) giving detailed explanation on what this approach is and (2) discussing the cases from Indonesia, Vietnam, Thailand and Japan.
Eisuke Siato is a lecturer at the Faculty of Education, Monash University, Australia from January 2016. Before joining Monash, Eisuke used to be a consultant for educational development in Bangladesh, Indonesia and Vietnam from 2001 and then joined in National Institute of Education, Singapore in 2008. Eisuke is actively researching in the fields of school reform/change, professional development and learning of teachers, pedagogical reform/change, and social justice education.