Abstract
In an unprecedented step towards developing the quality of education after decades of neglection, the government of Egypt established Egypt-Japan Schools (EJS) under the Egypt-Japan Education Partnership (EJEP), in 2018 (Mostafa and Hambara, 2018; Mostafa, 2021). So far, 51 schools have been established all over the country. These schools embrace the new curriculum “Education 2.0” designed by the government of Egypt that aims at developing the 21st century skills in children while implementing the special activities, referred to as ‘Tokkatsu’, which symbolizes schools in Japan. Tokkatsu is a holistic educational curriculum model that focuses on nurturing agency and collaboration in children to be effective members of their society. Teachers in EJS are faced with many challenges within the new curriculum and the tokkatsu concept and its application. Therefore, Lesson Study has been introduced for the first time in Egypt in EJS after its launch in 2018. The purpose of the Lesson Study is to cultivate teachers’ capacity and ability in a sustainable professional way in order to able to implement the new curriculum and the new concept of tokkatsu. However, as an unprecedented initiative, Lesson Study is still immature and unorganized in EJS. This research studies the current situation of the Lesson Study and the reasons behind this situation in four EJSs with whom the researcher is collaborating. Furthermore, the researcher will explore some possible systematic structures of a sustainable Lesson Study cycle based on the situation of each school.
Author Information
Yasmine Mostafa, University of Fukui, Japan
Paper Information
Conference: IICE2023
Stream: Professional Training
This paper is part of the IICE2023 Conference Proceedings (View)
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To cite this article:
Mostafa Y. (2023) Initiatives on Performing Lesson Study in Egypt–Japan Schools (EJS) –Towards Realizing New Professional Development Scheme ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2023.2
To link to this article: https://doi.org/10.22492/issn.2189-1036.2023.2
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