Masami Matoba’s research while affiliated with Nagoya University and other places

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Publications (4)


Reorienting the cultural script of teaching: cross cultural analysis of a science lesson
  • Article

September 2014

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111 Reads

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15 Citations

International Journal for Lesson and Learning Studies

Mohammad Reza Sarkar Arani

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Yoshiaki Shibata

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[...]

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John Yeo

Purpose – The purpose of this paper is to reveal the cultural script of the teaching of a lower secondary science lesson on the topic “Classification of Non-living Things” in Singapore through the eyes of Japanese and Singaporean researchers and teachers. In particular, the study analyzes the structural content, i.e. organization of learning activities of a lower secondary science lesson of Singapore and the culture of teaching, i.e. views about teaching held as tacit knowledge of science teachers. It focusses on students’ inquiry skills in a participative and problem-driven science lesson in the Singapore classroom. Design/methodology/approach – This exploratory study adopts a cultural approach of viewing teaching and learning and compares classroom practice in two countries – Japan and Singapore. Contextually, the cultural differences in beliefs and values define how educators learn about what is “good” teaching. Findings – The cultural script of teaching of the science lesson case values the setting of learning tasks that encourage a variety of ideas. It also sets a tone of inquiry-based learning where students are open to questioning, the formulation of ideas and the presentation of solutions. In the science lesson case, the teacher aimed at providing opportunities for students to think for themselves and to engage in group discussion. This study identifies key aspects of the science lesson for revealing the teaching script based on a cross-cultural lesson analysis. Figure 1 summarizes such facets of teacher teaching and student learning in detail as a result of the lesson analysis. Furthermore, it draws attention to recognizing areas of the lesson script which the Japanese team found effective/ineffective as well as identifying the Singaporean team's reflections on feedback from Japanese educators. Research limitations/implications – Through this study, the research team raises the following questions. Are there common practices that make for effective learning and if so what are these? From the perspectives of Japanese and Singaporean researchers and educators, what might be the different elements of teaching that will bring about better student learning? Originality/value – An important avenue for inquiry in teaching is how to create teaching-learning processes that nurture students’ ability to deal with the unexpected as well as their application skills – competencies that are required of students to function in the twenty-first century. The research team suggests a cross-cultural analysis approach for future research investigating the cultural script of teaching.



Lehrerausbildung in Japan: Lernen im Schulkontext am Beispiel der Lesson Studies

January 2011

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109 Reads

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1 Citation

Die Entwicklung der Fähigkeiten von japanischen Lehrern erfolgt in zwei Stufen. Die erste Stufe ist die Ausbildung an einer Universität (Fakultät, Graduiertenabteilung). Studenten, welche den Beruf des Lehrers ergreifen wollen, müssen an einer Universität eine bestimmte Anzahl von Leistungspunkten (Credits) in einem Lehramtsstudiengang erwerben und sich das für den Lehrerberuf notwendige Wissen und Können aneignen. Studierende, die die notwendige Anzahl an Leistungspunkten erworben haben, erhalten die Zulassung, als Lehrer zu arbeiten. Auch Studierende mit Lehrerzulassung, die eine von den Präfekturen und Städten durchgeführte Aufnahmeprüfung bestehen, können als Lehrer arbeiten.


School-university partnerships: A new recipe for creating professional knowledge in school

April 2007

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54 Reads

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43 Citations

Educational Research for Policy and Practice

This paper first reviews the literature on school-university partnerships to evaluate and describe challenges and paradigms of Japanese approaches to school-university partnerships in theory and practice. Secondly, it clarifies the role of three-year school-university partnership between the Nagoya University and the Tokai City Board of Education in the central Japan for creating an effective environment in schools for teachers to learn from each other and for developing more learning-centered education that focuses on the real needs of students. From this study it can be claimed that more effective relationships between Japanese school teachers and university researchers can be established through developing collaborative a school-based research framework especially through the process of jugyou kenkyuu (lesson study).

Citations (3)


... Lesson study across cultures as described in this article can provide such a systematic understanding of the cultural script of teaching in practice. This is because this approach provides highly-accessible "relevant evidence" for educators, practitioners and policy makers (Elliott, 2018;Hargreaves, 1997;Sarkar Arani, Tomita, Matoba, Saito, & Lassegard, 2012). ...

Reference:

From “chalk and talk” to “guide on the side”: A cross‐cultural analysis of pedagogy that drives customised teaching for personalised learning
Teachers’ classroom-based research: How it impacts their professional development in Japan
  • Citing Article
  • October 2012

Curriculum Perspectives

... Lessons possess a complex nature that involves many factors, such as teacher, teaching materials, and students (Sarkar Arani et al., 2014). Therefore, the effort to extract a lesson to represent a particular country is idealistic. ...

Reorienting the cultural script of teaching: cross cultural analysis of a science lesson
  • Citing Article
  • September 2014

International Journal for Lesson and Learning Studies

... In Japan, a successful model of partnership has manifested itself in the form of school-university collaborative research projects that are often funded by Educational Boards, universities, research councils…etc. Matoba, Shibata, Reza, and Arami (2007) write about a three-year (2002)(2003)(2004)(2005) collaborative research project between Nagoya University and the Tokai City Board of Education. The authors describe how Japanese school structure and policy has both flexibility and authority to invite experts from universities to do collaborative research that helps connect theory with practice and gives school teachers opportunities to develop their practical knowledge. ...

School-university partnerships: A new recipe for creating professional knowledge in school
  • Citing Article
  • April 2007

Educational Research for Policy and Practice