Abstract
Lesson study has been one of the heated topics in the education area of China. By critically reviewing the Japanese Lesson study, this article explores the extent to which this pedagogical culture can be embedded in the Chinese education system. The main argument of this article is that in the context of Chinese pedagogy, lesson study may require additional institutional improvements to accommodate localization in China. This will contribute to providing some references for future educators and teachers about how to conduct lesson study culturally and effectively in the pedagogical implication of China.
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