Yoko Takimoto

The purpose of this study is to understand the challenges related to school management and countermeasures to overcome them, perceived in target schools in Hong Kong and Indonesia, and to obtain implications for the autonomous and sustainable implementation of LS in Asia. As a result of semi-structured interviews conducted with school administrators and senior teachers in charge of professoinal development in secondary schools in each country, it was found that the target schools in Hong Kong have devised ways of exchanging and expressing opinions in LS meetings, and have taken measures to shake up teachers' educational belief. It was also found that they have adopted comprehensive management strategies, such as reviewing school operations to reduce teachers' workload, securing employment by utilizing public funds, and gaining the understanding and support of parents. The results revealed that the management of secondary schools in Hong Kong has successfully developed mechanisms to enable teachers' continuous professional development through LS. Still, some teachers are opposed to the mandatory uniform development of teaching materials for all classes in the same grade. <br>The teachers in Indonesia expressed the concern on lack of interest in LS among their fellow teachers. To cope with it, some teachers tried to open their own classes and informally invite their colleagues' participation, form volunteer LS clubs, and holding regular LS sessions only with teachers in need. Although the syllabus is heavily loaded, various innovations and practice are being made. However, unlike the cases in Hong Kong, the school principals themselves do not take such strategies as devising ways to express their opinions at the LS meetings. School administrators did not seem to recognize that LS is not put into practice in daily lessons and that there is a gap between open classes and daily classes. <br>By comparing two countries, the author found that (1) it is necessary that school administrators establish a LS cycle based on intrinsic motivation for the sustainability and development of LS, and (2) LSs that contribute to the education in Asia should not only to pursue efficiency and unity, but also to build a learning community while respecting the abilities and autonomy of individual teachers.

This paper aims to examine the influencing feature of the post-lesson discussion of Lesson Study on teachers' learning and to obtain implications for teachers' learning from the case study of the in-service training programs. Discourse analysis on the post-lesson conference dialogues with modalities and a standpoint analysis for the suggesting utterances in several discourses were conducted at three different secondary schools in Indonesia. This paper found the features of the dialogues: one-on-one exchange between the moderator and teachers; accumulative interactive discourses; and one-on-one but changing to accumulative interactive discourses triggered by some chances. Four factors were found to generate learning: participation by teachers from other schools; disclosure of intentions and problems by the open-lesson teacher; daily issues of teachers such as support for children with problems; and effective questioning by the moderator. On the other hand, factors that limited teachers' learning was the moderator's closing of awareness due to his/her own principles. These findings suggest that guaranteeing an equal and interactive learning space that is not closed to the moderator is a necessary interactional suggestion for deepening Indonesian teachers' learning. This study demonstrates the importance of facilitation to their colleagues’ suggestive utterances through a micro-analysis of dialogue features and expressions. These insights carry valuable implications for educators, school administrators, and researchers aiming to foster more profound and meaningful teacher learning through post-lesson discussions. Ultimately, the paper underscores how dialogue dynamics and expression analyses can offer valuable insights into the intricate process of teacher professional development.

Student agency, the quality and ability for children to autonomously be motivated, think critically, and take responsible actions in their local community, is considered to be a cornerstone in the realization of individual and societal well-being. This research aims to investigate the significance of such an approach by comparing the outcomes of the inquiry-based “community’s well-being” initiatives during language and integrated study classes, conducted for primary 6th-grade students in Kumamoto City, involving their interaction with the local community and municipality to maximize community well-being. By comparing pre- and post-intervention results with a non-participating group, this study attempts to empirically validate the outcomes and reflect upon the implications of these efforts. The results of the statistical analysis show that this initiative, utilizing integrated study classes, positively influenced indices related to community engagement and the value of exchanging opinions with others. However, significant effects were not observed in indicators related to philanthropic attitude, future orientation, and self-efficacy. From these findings, it is concluded that while this initiative contributed to exploring solutions for enhancing community well-being and influencing the valuation of relationships with diverse others, it did not fully realize into implementing community development ideas, thus not leading to a sense of self-efficacy.

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application/pdf 研究論文