This article proposes four key developmental stages and various underpinning factors pertaining t... more This article proposes four key developmental stages and various underpinning factors pertaining to the practices of setting up and supporting group learning in the classroom setting. The discussion is mostly explained conceptually, with some compelling examples from the field. The authors subsequently advise that three elements of integration — namely, reciprocity, redistribution and exchange — are also critical to the viability of group learning. The authors aver that teachers require extensive support and guidance in order to facilitate group learning appropriately. Frequent mutual peer observations and reflection can be used to improve practices and generate investment in this approach across the entire school culture.
Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most re... more Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr T, an educational consultant who leads professional development and school reform efforts by utilising observation of and joint reflection on lessons. Mr T advances PCK through interaction of stock knowledge from written materials, networks and previous observations, and flow knowledge from the lesson that he observes. Mr T’s case further demonstrates how PCK can engender a democratic and inclusive learning culture within the classroom.
Journal of teaching and learning for graduate employability, Mar 21, 2018
This paper presents a systematic qualitative review of relevant literature, documents and reports... more This paper presents a systematic qualitative review of relevant literature, documents and reports, and critically discusses issues facing international students undertaking workintegrated learning (WIL) activities as part of their higher education in Australia. Initiatives utilised to better support international students on these WIL placements are described. Based on an evaluation of the data reviewed, the discussion highlights two main challenges to international students' employment experiences: a limited competence in English communication, and a limited understanding of the local working context. In seeking explanations for the above, the authors identified factors such as inadequate student-entry procedures, limited opportunities for socialisation, limited input in cultural protocols, and the lack of soft-skills training. The recommended solutions include more uniformity between government and employer sectors, increased acceptance and support for multicultural diversity, an openness towards diverse ways of thinking, and an enhancement of training in diverse communication styles.
International Journal of Educational Development, 2008
In Vietnam, despite the introduction of a new curriculum based on a child-centred education appro... more In Vietnam, despite the introduction of a new curriculum based on a child-centred education approach, there exist many problems and challenges in the educational process. To overcome these problems, the Vietnamese and Japanese governments have been conducting an in-service teacher-training programme, including school-based observation and reflection of lessons as a major activity. This study investigates the problems encountered in these schools. The results reveal that (1) the lesson is extremely fast-paced, (2) teachers tend to evaluate their colleagues and students, (3) teachers need to learn about how to learn and (4) promoting dialogue among teachers is considerably challenging.
Foreword by Christine Lee, President of World Association of Lesson Studies Introduction by Manab... more Foreword by Christine Lee, President of World Association of Lesson Studies Introduction by Manabu Sato 1. What is Lesson Study for Learning Community (LSLC)? 2. What Kind of School Can Be Created by Reform under LSLC? 3. How to Create Time 4. How to Build the Team 5. How to Promote Reform 6. How to Reform Daily Lessons 7. How to Conduct a Research Lesson 8. How to Discuss Observed Lessons 9. How to Sustain School Reform based on LSLC
ABSTRACT There has been increasing attention given to the notion that international education con... more ABSTRACT There has been increasing attention given to the notion that international education consists of non-linear and multi-directional transmissive exchanges between existing institutional academic conditions and international students. Despite the role of international students’ agency being paramount, there is a dearth of research on the relationships between these students’ agency and their experiences of international education, which are intertwined with habitus and hysteresis. This paper aims to investigate how six Japanese international students at Australian universities experience hysteresis and then respond through agentic practices. The findings reveal that many of the students in this study embark on various stages of despair and fear, namely hysteresis, before they explore opportunities to reconstruct their habitus in light of institutional norms and conventions. The authors advocate that when students’ habitus is challenged, it induces a hysteresis effect, which is a process of learning, filled with potentialities.
In studies on teacher professional development, the embodiment of teachers' values in professiona... more In studies on teacher professional development, the embodiment of teachers' values in professional practice has emerged as an important area of focus. Employing the sociocultural approach, this study discusses the link between teachers' acts and underlying values based on a Vietnamese teacher's detailed field notes on cases of school reform through the introduction of Japanese lesson study for learning community. Drawing on the concepts of inspection and stroll, the study describes the discrepancy between conventional observational acts and emerging ones. Inspection refers to the actions and values held by teachers that underline compliance with the prescribed curriculum and educational bureaucratic procedures, while stroll refers to a disposition that entails actions and values appreciating each pupil's existence and learning as it is, without rigid bureaucratic perspectives. The finding was that the teacher's act of stroll embeds new underlying values in her/his professional work; similarly, how she/he performs a stroll could inform her/his professional knowledge and identity. Lesson study can offer the teacher the experience of seeing self that generates the possible momentum of these parallel shifts.
El síndrome de Brugada sigue siendo una de las principales canalopatías estudiadas en los princip... more El síndrome de Brugada sigue siendo una de las principales canalopatías estudiadas en los principales laboratorios de investigación con la finalidad de encontrar un fármaco capaz de suprimir los episodios clínicos derivados. Las indicaciones actuales de estudio genético, las limitaciones del test de provocación y estudio electrofisiológico y las posibilidades terapeúticas son revisadas de forma más detallada.
This paper presents a cross-cultural discussion of three episodes where students' embodied dispos... more This paper presents a cross-cultural discussion of three episodes where students' embodied dispositions serve as indicators of, and barriers to, learning. These episodes are drawn from a longitudinal study into school reform in Asia. Framed around a shared understanding of embodiment within practice approaches, and employing a unique method of translation, each author shares their understandings of embodied practices. In the broader field of practice, where practice is always embodied, the authors draw attention to what students do, and how they employ learned capacities and competences. Each author highlights the importance of observing students' embodied dispositions as complimentary to contemporary understandings of student learning as solely cognitive. The implication for teachers as keen observers of students' embodied dispositions is discussed.
This article proposes four key developmental stages and various underpinning factors pertaining t... more This article proposes four key developmental stages and various underpinning factors pertaining to the practices of setting up and supporting group learning in the classroom setting. The discussion is mostly explained conceptually, with some compelling examples from the field. The authors subsequently advise that three elements of integration — namely, reciprocity, redistribution and exchange — are also critical to the viability of group learning. The authors aver that teachers require extensive support and guidance in order to facilitate group learning appropriately. Frequent mutual peer observations and reflection can be used to improve practices and generate investment in this approach across the entire school culture.
Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most re... more Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr T, an educational consultant who leads professional development and school reform efforts by utilising observation of and joint reflection on lessons. Mr T advances PCK through interaction of stock knowledge from written materials, networks and previous observations, and flow knowledge from the lesson that he observes. Mr T’s case further demonstrates how PCK can engender a democratic and inclusive learning culture within the classroom.
Journal of teaching and learning for graduate employability, Mar 21, 2018
This paper presents a systematic qualitative review of relevant literature, documents and reports... more This paper presents a systematic qualitative review of relevant literature, documents and reports, and critically discusses issues facing international students undertaking workintegrated learning (WIL) activities as part of their higher education in Australia. Initiatives utilised to better support international students on these WIL placements are described. Based on an evaluation of the data reviewed, the discussion highlights two main challenges to international students' employment experiences: a limited competence in English communication, and a limited understanding of the local working context. In seeking explanations for the above, the authors identified factors such as inadequate student-entry procedures, limited opportunities for socialisation, limited input in cultural protocols, and the lack of soft-skills training. The recommended solutions include more uniformity between government and employer sectors, increased acceptance and support for multicultural diversity, an openness towards diverse ways of thinking, and an enhancement of training in diverse communication styles.
International Journal of Educational Development, 2008
In Vietnam, despite the introduction of a new curriculum based on a child-centred education appro... more In Vietnam, despite the introduction of a new curriculum based on a child-centred education approach, there exist many problems and challenges in the educational process. To overcome these problems, the Vietnamese and Japanese governments have been conducting an in-service teacher-training programme, including school-based observation and reflection of lessons as a major activity. This study investigates the problems encountered in these schools. The results reveal that (1) the lesson is extremely fast-paced, (2) teachers tend to evaluate their colleagues and students, (3) teachers need to learn about how to learn and (4) promoting dialogue among teachers is considerably challenging.
Foreword by Christine Lee, President of World Association of Lesson Studies Introduction by Manab... more Foreword by Christine Lee, President of World Association of Lesson Studies Introduction by Manabu Sato 1. What is Lesson Study for Learning Community (LSLC)? 2. What Kind of School Can Be Created by Reform under LSLC? 3. How to Create Time 4. How to Build the Team 5. How to Promote Reform 6. How to Reform Daily Lessons 7. How to Conduct a Research Lesson 8. How to Discuss Observed Lessons 9. How to Sustain School Reform based on LSLC
ABSTRACT There has been increasing attention given to the notion that international education con... more ABSTRACT There has been increasing attention given to the notion that international education consists of non-linear and multi-directional transmissive exchanges between existing institutional academic conditions and international students. Despite the role of international students’ agency being paramount, there is a dearth of research on the relationships between these students’ agency and their experiences of international education, which are intertwined with habitus and hysteresis. This paper aims to investigate how six Japanese international students at Australian universities experience hysteresis and then respond through agentic practices. The findings reveal that many of the students in this study embark on various stages of despair and fear, namely hysteresis, before they explore opportunities to reconstruct their habitus in light of institutional norms and conventions. The authors advocate that when students’ habitus is challenged, it induces a hysteresis effect, which is a process of learning, filled with potentialities.
In studies on teacher professional development, the embodiment of teachers' values in professiona... more In studies on teacher professional development, the embodiment of teachers' values in professional practice has emerged as an important area of focus. Employing the sociocultural approach, this study discusses the link between teachers' acts and underlying values based on a Vietnamese teacher's detailed field notes on cases of school reform through the introduction of Japanese lesson study for learning community. Drawing on the concepts of inspection and stroll, the study describes the discrepancy between conventional observational acts and emerging ones. Inspection refers to the actions and values held by teachers that underline compliance with the prescribed curriculum and educational bureaucratic procedures, while stroll refers to a disposition that entails actions and values appreciating each pupil's existence and learning as it is, without rigid bureaucratic perspectives. The finding was that the teacher's act of stroll embeds new underlying values in her/his professional work; similarly, how she/he performs a stroll could inform her/his professional knowledge and identity. Lesson study can offer the teacher the experience of seeing self that generates the possible momentum of these parallel shifts.
El síndrome de Brugada sigue siendo una de las principales canalopatías estudiadas en los princip... more El síndrome de Brugada sigue siendo una de las principales canalopatías estudiadas en los principales laboratorios de investigación con la finalidad de encontrar un fármaco capaz de suprimir los episodios clínicos derivados. Las indicaciones actuales de estudio genético, las limitaciones del test de provocación y estudio electrofisiológico y las posibilidades terapeúticas son revisadas de forma más detallada.
This paper presents a cross-cultural discussion of three episodes where students' embodied dispos... more This paper presents a cross-cultural discussion of three episodes where students' embodied dispositions serve as indicators of, and barriers to, learning. These episodes are drawn from a longitudinal study into school reform in Asia. Framed around a shared understanding of embodiment within practice approaches, and employing a unique method of translation, each author shares their understandings of embodied practices. In the broader field of practice, where practice is always embodied, the authors draw attention to what students do, and how they employ learned capacities and competences. Each author highlights the importance of observing students' embodied dispositions as complimentary to contemporary understandings of student learning as solely cognitive. The implication for teachers as keen observers of students' embodied dispositions is discussed.
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Papers by Eisuke Saito