出版社：UCL Institute of Education, University College London
摘要：This article presents an empirical investigation into teachers’ perceptions of incorporating Lesson Study to enhance pedagogical knowledge exchanges. Drawing on the work of Nonaka and Takeuchi’s SECI model of knowledge creation in an organisation, the research will explore the potential for Lesson Study to facilitate greater collaborative working between teachers, to enhance knowledge sharing, and thus to generate new communities of knowledge. A second strand of the research looks at tacit and explicit forms of pedagogical knowledge and asks whether, as the SECI model suggests, these are interconvertible.
其他摘要：This article presents an empirical investigation into teachers’ perceptions of incorporating Lesson Study to enhance pedagogical knowledge exchanges. Drawing on the work of Nonaka and Takeuchi’s SECI model of knowledge creation in an organisation, the research will explore the potential for Lesson Study to facilitate greater collaborative working between teachers, to enhance knowledge sharing, and thus to generate new communities of knowledge. A second strand of the research looks at tacit and explicit forms of pedagogical knowledge and asks whether, as the SECI model suggests, these are interconvertible.
