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Offering a rich, critical investigation of how technology can be used to strengthen and promote lesson study in both virtual and hybrid environments, this edited book presents insights into the numerous challenges as well as opportunities for supporting teachers'and teacher educators'professional learning in such a novel setting.Providing an international perspective, research in this book highlights on the one hand the necessity of exploring how the known theoretical perspectives and methodological approaches for researching on lesson study and effective characteristics of conducting lesson study can be adapted to the new environments. On the other hand, further analysis reveals the benefits of using various advanced technologies in lesson study, the new practice of professional development of teachers and teacher educators, and also documents related issues of conducting lesson study in such complex contexts. The chapters focus on online cross-cultural lesson study; the key aspects of conducting online lesson study and the effectiveness of it. Features of facilitation and the development of facilitators for online lesson study are explored, alongside the ways in which online lesson study can help address various problems of practice such as implementing equitable teaching, facilitating student interaction in virtual environments, and migration to remote teaching in STEM.This resourceful text provides needed support to both researchers and practitioners, from primary to higher education, with special attention to both teacher and student learning.

This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.

This ethnography asks the question, what does learning to teach mean to student teachers and to those around them in an exam-driven rural school in China? The author writes of the process of using the assessment as a tool for teacher learning, understanding disadvantaged students in the community of practice, and of beginning teachers seeking their identities. She offers a perspective of learning to teach with assessment instead of for assessment, and examines how it shapes the learn-to-teach experiences.