Abstract
Japan’s Lesson Study is historically embedded and ingrained in Japanese teachers’ professional culture. This is evident in their practice, reflecting that teaching is a cultural activity. In this chapter, the findings suggest that Japanese science teachers deeply consider scientific and educational values, and will, before lessons, reflect upon their individual values as science teachers, from the perspectives of students’ learning. Therefore, consideration of values is key to teachers’ role in both Lesson Study and regular lessons in Japan.
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