Previous research gives evidence that Japanese mathematics teachers “may have a more detailed and widely shared theory about how to teach effectively” when compared to their U.S. counterparts (Jacobs & Morita, 2002). This study explores the conceptions and cultural scripts of a group of Japanese mathematics teachers by analyzing the conversations between cooperating teachers and student teachers. It describes 6 principles of high-quality instruction that arose in at least half the conversations we analyzed. Each of these principles is examined in detail. Finally, some advantages of having a strong, shared conception of high-quality instruction and focusing on widely applicable instructional principles are presented.
Douglas L. Corey, Blake E. Peterson, Benjamin Merrill Lewis, and Jared Bukarau
Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, and Jared Bukarau
What can American teachers learn about high-quality mathematics instruction from the Japanese teacher education process?