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Teacher Learning for Curricular and Instructional Reform in Japan
A Case of Continuous Improvement
Inglese
183 b
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The new integrated studies subject area added to§Japan s public school curriculum in 2002 through the§Rainbow Plan education reform requires teachers to§learn to design curriculum at the local level and§make use of unfamiliar, student-centered§instructional techniques. The teacher learning in§this case of reform implementation, focused on a set§of four middle schools in a town in rural western§Japan, is characterized by a continuous improvement §(or kaizen ) orientation. This means that policy§development, implementation, and professional§development reflect the principles of an incremental,§top-down/bottom-across approach involving the§hybridization of established and innovative practices§and collaborative information-sharing across all§levels of the education system. Beliefs shared by§members of communities of practice at various levels§both foster and mirror teacher learning that is§incremental, collaborative, and grounded in examples§of practice.
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