Abstract
This chapter discusses the experiences of promoting and implementing lesson study, with their related issues and challenges encountered in Malaysian schools. The Japanese model of lesson study was first introduced in 2004 to Malaysian mathematics teachers as small scale research projects and postgraduate student dissertations. It was in 2011 that lesson study gained the interest and attention of the Malaysian Ministry of Education (MOE) The Teacher Education Division of the MOE implemented professional learning communities and lesson study was identified as the core collaborative approach to improve teaching and learning. Although some Malaysian schools have been introduced to lesson study since 2004, there was a lack of tangible reports regarding the impact and success of lesson study implemented. Unofficial reports revealed that very few schools were able to sustain the lesson study practices. Thus, in this chapter, we highlighted the issue of sustainability , and analysed the possible challenges and constraints faced in an effort to sustain the lesson study practice. Based on our own experiences and reviews of related literatures, we proposed some feasible suggestions on how to sustain lesson study in schools, particularly in Malaysia and also schools in other parts of the world that face similar predicaments as Malaysia .
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Lim, C.S., Teh, K.H., Chiew, C.M. (2018). Promoting and Implementing Lesson Study in Malaysia: Issue of Sustainability. In: Quaresma, M., Winsløw, C., Clivaz, S., da Ponte, J., Ní Shúilleabháin, A., Takahashi, A. (eds) Mathematics Lesson Study Around the World. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-75696-7_3
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