The Fourth International Conference of School as Learning Community

Contents
A BRIEF INTRODUCTION OF HOST .......................................................................3
A BRIEF INTRODUCTION OF SPONSOR ...............................................................4
Part 1 Time Table .............................................................................................................5
Part 2 Profiles ................................................................................................................. 10
Professor Xu-dong Zhu ............................................................................................................... 11
Professor Manabu Sato ............................................................................................................... 12
Professor Christine Kim-Eng Lee ............................................................................................... 12
Professor Xiang-ming Chen........................................................................................................ 13
Professor Kiyomi Akita .............................................................................................................. 13
Professor Li-hua Chen ................................................................................................................ 14
Dean Da-sheng Li ....................................................................................................................... 14
Principal Huan Wang .................................................................................................................. 15
Dean Yin-hui Wu ........................................................................................................................ 15
Principal Tian-hai Zhang ............................................................................................................ 16
Principal Han Guo ...................................................................................................................... 16
Dr. Yan-ping Fang ...................................................................................................................... 17
Professor Sumar Hendayana ....................................................................................................... 17
Dr. Yoshiko Kitada ..................................................................................................................... 18
Professor Siripaarn Suwanmonkha ............................................................................................. 18
Professor Wen-sen Yu ................................................................................................................ 19
Dr. Tomoyuki Morita .................................................................................................................. 19
Dr. Sachiko ASAI ....................................................................................................................... 19
Dr. Woo-jung Son ....................................................................................................................... 20
Professor Qiong Li ...................................................................................................................... 20
Professor Yan Hu ........................................................................................................................ 21
Dr. Guo-yuan Sang ..................................................................................................................... 22
Dr. Huan Song ............................................................................................................................ 22
Professor Jun Zhou ..................................................................................................................... 22

Part 3 Abstracts.......................................................................................................... 23
Sharing A Vision and Transforming Schools: Toward Enhancement of Quality of Learning ... 24

The Fourth International Conference of School as Learning Community
Unpacking the meanings of listening pedagogy and pupils voice in Lesson Study for Learning
Community ................................................................................................................................. 24
Curriculum Leadership of Chinese Teachers Situated in Their School Learning Community ... 25
Teachers’ Collaboration for Deep Learning ............................................................................... 26
From Behaviorism Teaching toward Constructivism Learning: the Changing Landscapes of
Taiwan’s SLC classrooms........................................................................................................... 27
Construction of Professional Learning Community: A “Field-Habitus” Theory Perspective .... 28
Teacher Professional Development: An Adult Learning Theory Perspective ............................ 28
Constructing "power group", stimulating "group power" – A Preliminary Study of Shijia
Education Corporation’s Governance Model ............................................................................. 29
Form learning community realize educational ideal of Chenshan middle school ...................... 30
Cultivating Today’s Teachers for the Future Society ................................................................. 30
Support and Improvement of Research Courses——A Process Analysis Model....................... 31
Diffusion of Knowledge among Reflective Practitioners for Closing the Gap on Learning
Community ................................................................................................................................. 32
Learning from Learning Community: Power of Video Conference in Teacher Education ........ 32
School as Learning Community Movement in Thailand ............................................................ 34
Theorizing Teacher Professional Development through Collaboration ...................................... 34
Teachers’ Attitudes towards the Challenge of SLC in Taiwan--From Reluctance toSupport........................................................................................................................................ 35
Learning Community: Cultivate Children's Creativity by Trust and Caring .............................. 35
From the most conservative area in Japan .................................................................................. 36
Principal’s tasks to reform a school for School as Learning Community ................................... 37
Constructing Professional Learning Community and Teacher Professional Development ........ 38
The partnership of UGIS from university perspective: Dilemma and Solution .......................... 38
Cooperation and development——A brief introduction of learning community theory research.................................................................................................................................................... 39
Interpretation and Practice of “Learning Community” ............................................................... 39
Toward Manabu Sato .................................................................................................................. 39
History of School-based Lesson Study ....................................................................................... 40
The functions of pair learning in lower graders’ collaborative learning--An analysis on the
trajectory of a teacher’s challenge .............................................................................................. 40
Progress and the next agenda of school as learning community (SLC) in Korea ....................... 42

Part 4 Guiding Maps ................................................................................................. 43
Part 5 The Organizing Committee ........................................................................... 47

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The Fourth International Conference of School as Learning Community

A BRIEF INTRODUCTION OF HOST
The International Network for School as Learning Community
The International Network for School as Learning Community was founded in 2012,
succeeding international collaboration and heritage of research and practice for more than 10 years.
The proposal of “school as learning community” is not a technical approach but a set of three
integrated components of a vision, philosophies and activity systems. We redefine school of the 21st
century as “learning community” where students learn together, teachers learn together for
professional development, and even parents learn together through participation in school reform.
This definition corresponds to the public mission of realizing the human right of learning for all
children.
In order to realize the above public mission, the “school as learning community” delegates
three philosophies: public philosophy, which demands teachers open their classrooms; democratic
philosophy, which introduces “a way of associated living” (John Dewey) for all the members to beprotagonists of the school; and philosophy of excellence for doing their best both in teaching andlearning.
The activity systems of “school as learning community” have three constituents: collaborative
learning in the classroom, collegiality in the staff room through promoting lesson study, and learning
participation by parents.
This idea has deeply captured teachers. Miracle success at the “hard schools,” which “at risk”
children in poverty attend, has fired democratic professionalism of teachers.
During the past 10 years, the grassroots movement for establishing the “school as learning
community” has spread its wings to Asian countries, especially Korea, China, Singapore, Taiwan,
Indonesia and Vietnam. In all of these countries, as well as in Japan, the movement is recognized as
the most powerful school reform for innovation in correspondence to the 21st century.

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The Fourth International Conference of School as Learning Community

A BRIEF INTRODUCTION OF SPONSOR
Center for Teacher Education Research（CTER）of Beijing Normal University, Key ResearchInstitute of Humanities and Social Sciences at Universities of Ministry of Education
The CTER is one of the Key Research Institutes of Humanities and Social Sciences atUniversities in China. It was established in 2004 under the Institute of Teacher Education at theFaculty of Education of Beijing Normal University.
As the only national key research center in teacher education, the CTER has been actively
engaged in academic research, policy consultation, academic training and development programs,international exchange, and knowledge transfer and exchange activities. Currently, it focuses onfour main areas of research: Teacher Education History and Theory, Teacher Education
Administration and Policy, Teacher Education Curriculum and Pedagogy, and Teacher Leadershipand Professional Development.
The founding director of CTER was Professor Binglin ZHONG, the former president of BNU.
Its founding executive director was Professor Binxian ZHANG. The current director is Professor
Xudong ZHU. Professor Qiong LI, the Chairperson of the Institute of Teacher Education of theFaculty of Education, serves as the deputy director.
Professor Mingyuan GU and Professor Ruth Hayhoe work as advisors for the CTER’s
Academic Advisory Board which is headed by Professor Binglin ZHONG and Professor Lijuan
PANG who serve as the director and the Board’s deputy director, respectively.
The CTER has completed a series of interdisciplinary studies related to teachers and teacher
education. Such an accomplishment builds on and extends a flexible, open, and efficient researchmechanism, as well as extensive international and domestic academic and scholarly exchange.
Currently, the CTER ranks 15th amongst the 135 Key Research Institutes of Humanities andSocial Sciences in China. Driven by the spirit of “Inspiring Teachers with Integrity and Vision”, theCenter is committed to advancing the frontiers of teacher education, and through this, to meeting
China’s key strategic goal of building a teaching profession of high quality.

4The Fourth International Conference of School as Learning Community

Part 1Time Table

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The Fourth International Conference of School as Learning Community

October 28 am
Opening Ceremony and Keynote Speeches
Jingwen Lecture Hall
Chair: Dr. Guoyuan Sang
Opening Greeting
09:00 – 09:10 Xu-dong Zhu, Dean of Faculty of Education, Beijing Normal
University
Opening Remark
09:10 – 09:30 Manabu Sato, President of The International Network for School as
Learning Community
Keynote Speech 1
09:30 – 10:00 Christine Lee, Past president of World Association of Lesson
Studies, National Institute of Education, Singapore
10:00 – 10:30

Keynote Speech 2
Xiang-ming Chen, Professor, Peking University

10:30 – 10:50 Coffee Break
10:50 – 11:20
11:20 – 11:50

Keynote Speech 3
Kiyomi Akita, Professor, The University of Tokyo
Keynote Speech 4
Li-hua Chen, Professor, Tamkang University

11:50 – 13:30 Lunch (not provided)
October 28 pm
13:30 – 17:00

1. School Visit: Beijing Academy (Foreign Visitors Only)
2. Chinese Keynotes ( Chinese Language )CTER Partnership Schools and Keynote Speeches
Jingwen Lecture Hall
Chair：Prof. Yan Hu
Speech 1

13:30 – 14:00 Da-sheng Li，Dean of The Education Committee of Chongqing
Jiangbei District
14:00 – 14:30 Speech 2

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The Fourth International Conference of School as Learning Community

Ying-hui Wu，Director of Institute of Educational Science ofHaidian District, Beijing
14:30 – 15:00

Speech 3
Huan Wang，Principal of Beijing Shijia Education Group
Speech 4

15:00 – 15:30 Tian-hai Zhang，Principal of Chongqing Chengshan Middle
School
16:00 – 16:30

Speech 5
Han Guo，Headmaster of Beijing 101 Middle School
Speech 6

16:30 – 17:00 Yan-ping Fang, Associate Professor, National Institute of
Education, Singapore
17:30 – 19:30 Reception Party (optional)
October 29 am
Plenary Symposium and Sessions
Room 107, No.4 Teaching Building (Main Venue)
Room 108, No.2 Teaching Building (live broadcast)
09:00 – 10:20

Plenary Symposium 1
Chair: Professor Manabu Sato

09:00 – 09:20 Sumar Hendayana, Professor, Indonesian University of Education
09:20 – 09:40 Yoshiko Kitada, Associate Professor, Saitama University
09:40 – 10:00 Sirpaarn Suwanmonkha, Professor, Chulalongkorn University
10:00 – 10:20 Response and Discussion
10:20 – 10:40 Coffee Break
10:40 – 12:00 Sessions
Session A：Professional Development of SLC
Room 723, Yingdong Building
Chair: Prof. Li-hua Chen
10:40 –11:00

Takayo Ogisu, Nagoya University

11:00 – 11:20 Yu-Lun Huang , Hosei University

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The Fourth International Conference of School as Learning Community

11:20 – 11:40

Jing-jing Chen，Shanghai Pudong Development Institute of
Education

11:40 – 12:00 Response and Discussion
Session B： Leadership of School Reform
Room 822, Yingdong Building
Chair: Dr. Yoshiko Kitada
10:40 – 11:00 Hitoshi Uchiyama, International University of Kagoshima
11:00 – 11:20
11:20 – 11:40

Keiichi Sasahara, Shinjyo Junior High School
Michiyo Hiwatashi, Tomoyuki Morita, Yamagata University
Huan Song, Institute of Teacher Education Research, Beijing
Normal University

11:40 – 12:00 Response and Discussion
Session C： Teacher Learning Community
Room 108, No.4 Teaching Building
Chair: Professor Jun Zhou
10:40 – 11:00
11:00 – 11:20
11:20 – 11:40

Yan Hu, Li Yuan, Institute of Teacher Education Research, Beijing
Normal University
Tian-xiao Wang, Higher Education Institute, Capital Normal
University
Jun Zhou, Institute of Teacher Education Research, Beijing Normal
University

11:40 – 12:00 Response and Discussion
12:40 – 13:30

Lunch (not provided)
October 29 pm
Report Hall of Jingwen Library (Main Venue)
Room 107, No.4 Teaching Building (live broadcast)

13:30 – 14:50

Plenary Symposium 2
Chair: Prof. Manabu Sato

13:30 – 13:50 Wen-sen Yu, Professor, Fujian Normal University
13:50 – 14:10 Sachiko Asai, Associate Professor, The University of Tokyo
14:10 – 14:30 Tomoyuki Morita, Associate Professor, Yamagata University

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The Fourth International Conference of School as Learning Community

14:50 – 15:00 Coffee Break
15:00 – 16:40 Keynote Speeches and Closing Ceremony
Chair: Prof. Huan Song
Keynote Speech 5
15:00 – 15:30 Woo-Jung Son, President, Korean Institute of School as Learning
Community
Keynote Speech 6
15:30 – 16:00 Manabu Sato, Professor, Gakushuin University and Professor
Emeritus, The University of Tokyo
Closing Speech
16:00 – 16:20 Qiong Li, Professor, Director of Institute of Teacher Education
Research, Beijing Normal University

9The Fourth International Conference of School as Learning Community

Part 2
Profiles(In accordance with order of speech)

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The Fourth International Conference of School as Learning Community

Professor Xu-dong Zhu
Dean of Faculty of EducationDirector of the Center for Teacher Education
Research

学客座教授，墨西哥大学和柏林自由大学特聘教授，日本教育研究委员会主席。Sato 教授出版著作 20 余本，主编书记Professor Xu-dong Zhu is the director of the Center for Teacher Education Research(CTER) that is one of the Key Research Institutes of Humanities and Social Sciences in
Universities, vice-general secretary and executive director of the National Teacher
Education Society, the She New Century Hundred-Talent Project of Social Sciences in
Beijing, member of the first batch of the Top-Four talent batches project, the senior visiting
scholar of Fulbright Program at University of Maryland.
He is interested in Comparative Education, Teacher Education, Foreign Education History
and so on. He has published more than 80 papers, such as “Educational Knowledge of
Nation-state and Comparative Education Research” (published in Comparative Education
Research,2007,3), 10 books (e.g. Research on Europe and the United States National
Education Theory——Based on Education System Ideology , Beijing normal University
Press,1997), executively edited series of translations, Education and National development
included (Beijing Normal University Press), chiefly edited International Teacher
Education Classic Series Translations (People Education Press), co-edited 6 books.
He was the Beijing Outstanding Doctoral Thesis Guidance Teacher in 2010, and the
National Hundred Outstanding Doctoral Thesis Award Nomination Guidance Teacher in
2011. He was one of the candidates of the New-Century Outstanding talent program, MOE.
And he is among the first batch of expert of “The national training plan of primary andsecondary school teachers” (NTP) of the Ministry of Education and the director expert ofBeijing School-Based Research in the Eleven-five and Twelve-five period.

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The Fourth International Conference of School as Learning Community

Professor Manabu Sato

Professor of Gakushuin University

Emeritus Professor of the University of TokyoThe past Director of the Humanities and Social Sciences
Division of Japan Council of Sciences

Professor Manabu Sato served as dean of the Graduate School of Education of University ofTokyo from 2004 to 2006. He was also a visiting professor to the Harvard University and New York
University, and an invited professor of El Colegio de Mexico and Berlin Free University. He was thepast president of the Japanese Educational Research Association.
Professor Sato has published more than 20 books, about 100 editorial books and nearly 200 academic
papers. Many of his books and papers have been translated into English, French, German, Spanish,
Chinese, Taiwanese, Korean, Indonesian, Vietnamese and Thai. Professor Sato's multiple contributions
have been recognized in the world. For instance, he was elected to be a member of National Academyof Education in the United States, and in 2009, he was appointed the Inaugural Fellow of American
Educational Research Association. In addition, he was a winner of Asian Publishing Award 2012.

Professor Christine Kim-Eng LeeNational Institute of Education, Singaporethe Programme Director of NIE’s joint MA in
Leadership and Educational Change with Teachers
College, Columbia University, New York



学客座教授，墨西哥大学和柏林自由大学特聘教授，日Professor Christine Kim-Eng Lee was Head of Curriculum, Teaching & Learning Academic
Group (2006-2015), Head of Humanities and Social Studies Education Academic Group (2000-2006)
and Vice-Dean of the School of Arts (1997-2000). Her research interests are in the areas of teacher
development and learning, lesson study, cooperative and collaborative learning, curriculum
development, implementation and change, curriculum and teacher leadership, and curriculum andschool reforms. Through her pioneering efforts in introducing Lesson Study to schools in Singapore
through two R & D programmes, Communities of Practice in Cooperative Learning (CoPCL) andLesson Study as a Teacher-Directed Form of Instructional Improvement, Lesson Study is now
implemented in 58% of schools in Singapore.
Christine is a recipient of several awards, notably the University of Singapore Gold Medal, theFulbright Award, the Milestone Award from Teachers College and Singapore Public Administration
Medal (Bronze). In 2015, Christine was awarded the Teachers College Distinguished Alumni Awardand the Nanyang Award for Excellent Service to Nanyang Technological University.
12The Fourth International Conference of School as Learning Community

Professor Xiang-ming Chen

Professor and Chair of the Academic Committee atGraduate School of Education, Peking University

Director of Center for Qualitative Research in Education,
Peking University, China 籍和论文被翻译成多国语Professor Xiang-ming Chen was a visiting professor in Oxford University in 1999, Seton
Hall University of the USA in 2003, 2005 and 2007, Nagoya University of Japan in 2010, theNational Institute of Education in Singapore in 2012, and Kennesaw State University of the USA
in 2015.
Her major research areas include teacher education (focusing on teacher practical knowledge andteacher professional development), curriculum development and teaching & learning (focusing on
participatory approach), and qualitative research methodology in social sciences. She has beenteam leader for more than 10 national and international research projects. By now she has published
15 books (including editing) and over 180 articles.
Prof. Chen is also serving on many committees such as the Expert Panel for Teacher Education of
the Chinese Ministry of Education, adjunct professor of Beijing Normal University, East-China
Normal University, and Northeast-China Normal University, and a member of the Standing
Committee of Chinese Educational Association as well as many journals.

Professor Kiyomi Akita


Professor of Graduate School Of Education, The
University of Tokyo

Director of Center for Early Childhood Development,
Education and Policy Research.席。Sato 教授出版著作



20 余本，主编书记 100 余本，发表学术论文近 200
Professor Kiyomi Akita majors in teacher education and educational psychology, especially
focusing on teacher’s professional learning and on discourse analysis in the classroom frompreschool to senior high school, she has engaged in lesson studies at many schools as supervisor
for more than twenty years, she has been the vice president of WALS. She has been a council
member of the National Institute of Educational Policy Research and a committee member of theteacher education division, the Central Education Council of Ministry of Education in Japan.

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The Fourth International Conference of School as Learning Community

Professor Li-hua Chen

Professor and Chair of Graduate Institute of Curriculum
and Instruction, Tamkang University 学客座教授，墨西哥大学和柏林自由大学特聘教授，日本教育研究委员Professor Li-hua Chen served as Dean in the School of Education. She has transferred to
Tamkang University since Aug. 1st, 2013. She then began to work with schools on Learning
Community in Taipei and New Taipei City area. She organized big conference or workshops topromote Lesson Study and School as Learning Community at least once a year.
Her expertise focuses on curriculum design, social studies education, civic education and global
education. She has been serving as chairperson in various official committees, such as the National
Committee for the Verification of Primary Social Studies Textbooks , the National Committee forthe Development of Social Studies Media, and the National Committee for the Curriculum
Development of Senior High School. She also participated in IEA’s International Civic andCitizenship Education Study (ICCS2009, 2016).
Her most lately three-year research (2016-2019), funded by Ministry of Science and Technology,
is on the high school’s course design based on the new K-12 Curriculum Guideline.

Dean Da-sheng LiDean of Teacher Training Institution in Chongqing’s
Jiangbei districtVice-chairman of Chongqing Institute of Education 教育

Dr. Da-sheng Li who has earned Doctor’s degree of education. she has so far published nearly
20 papers, compiled 2 books and sponsored 3 provincial research projects, the project she holdwhich named “the innovation research and practical popularization of the elementary Chineseteacher’s teaching ability developing field “has achieved the second award of National initial
elementary education achievement prize, which is approved by the State Council.

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The Fourth International Conference of School as Learning Community

Dean Yin-hui Wu

Dean of institute of educational science, Haidian
District, Beijing

Beijing city education discipline leader

Yin-hui Wu has long been engaged in elementary education research. She has in-depth study inthe field of school leadership construction, teacher professional development and the theory andmethods of primary education. She has acquired some achievements in the research on fields suchas school leadership construction, science education, teaching theory, curriculum theory and so on.
She has many books and articles published such as school leadership construction, Adolescents'
Scientific Literacy and so on. She has many papers published in the journal such as Managementof primary and middle schools, Beijing education and so on. She is the associate editor of science(primary school) teaching material which is authorized by curriculum materials center of Ministryof education. And she has written many reference books for science teaching. She edited local
teaching material History and culture of Haidian and so on. Now she studies effective process ofteaching and learning and teacher professional development.

Principal Huan Wang

Principal of Shijia Education Corporation 客可。比如，他曾被选举为美国国家教育学会成员、2009 年被任
命在美国教育研究委员会就职，并在 2012 年荣获亚Wang Huan, who has been teaching for over 30 years, grows from an ordinary Chinese teacher
to a superfine teacher of Beijing Municipality as well as the principal of a prestigious school. She
has won a number of awards, such as National Award for Excellent Teachers, Outstanding
Principal of Dongcheng District in Beijing, Representative of Teachers’ Ethics of Beijing
Municipality and so on.
In 2010, Wang Huan became the principal of Shijia Elementary School, and put forward theharmonious educational practice system which was centered on “Seed Project”. She took a lead in
the educational reform in Dongcheng District, and established Shijia Education Corporation, which
aimed to facilitate educational equity and regional balance. During the reform, she was in chargeof the balancing development project for 19 schools of different kinds. She not only designed thedevelopment strategies and system for the corporation, but also enhanced educational practice andprovided many possibilities for students’ growth.

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The Fourth International Conference of School as Learning Community

Principal Tian-hai Zhang


Principal of Chongqing Chengshan Middle School
学客座教授，墨西哥大学和柏林自由大学特聘教授，日本教育研究委员会主席。Sato 教授出版著作



20

100

200

Principal Tian-hai Zhang graduated from department of foreign languages at Xinan university,
who is a senior teacher of middle school, former vice principal of Chongqing Yuzui Vocational
School, Yuzui Middle School of Jiangbei Distract. He has devoted into teaching, researching andexploring of curriculum reform, and as the main research subject of the national and the urban
research programme up to 10, written or published various papers, or winning prizes more than 30
articles, which advocated "sunshine ·5S independent" classroom, sincere course, sincere learning
community are reported and interviewed by the media.

Principal Han GuoPrincipal of Beijing 101 Middle SchoolDirector of National high school principal Specialized
Committee 大学特聘教授，日本教育研究委员会主Han Guo has won the National Woman Pace-setter, Capital Labor Medal. She has been rated as
Scientific and Technical Management Personnel with Outstanding Contribution, National Top Ten
Models of Promoting Reading, the Advanced Worker of Beijing and the Olympic Torchbearer, etc.
Since being the principal, she has continuously innovated education practices having gained a lotof experience in the field of curriculum revolution, construction of moral education and thecharacteristic development of school, etc. During the process, she insisted on the principle ofpromoting innovation while preserving rational essence, having built a substantial curriculum
system. Moreover, Guo developed a project with the theme of “exploring the mode of selfeducation, cultivating future talents who are conscientious” in her school, which contributes to her
distinctive schooling characteristics. Guo is very influential in National Basic Education of China.

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The Fourth International Conference of School as Learning Community

Dr. Yan-ping Fang


Associate professor, National Institute of Education(NIE), Nanyang Technological University, Singapore.学
客座教授，墨西哥大学和柏林自由大学特聘教授，日

Dr. Yan-ping Fang obtained her PhD from Michigan State University in 2005. While there,
she worked for a few major research projects and was awarded a two-year Spencer ResearchTraining Grant to conduct her dissertation research n the knowledge and learning of in Shanghai.
Before her PhD studies, she had worked at the Shanghai Academy of Education Sciences as a
researcher for 8 years.
At NIE, she leaded and completed 4 research projects including mathematical problem solving,
curriculum study, developing online learning environment and video cases for teacher professional
development in Singapore. She also conducted research in her teaching using narrative inquiry asa pedagogical tool for supporting teacher learning.

Professor Sumar Hendayana
Head of Center for Innovation in Education 学客座教授，墨西哥大学和柏林自由大学特聘教授，日本教育研究委员会主席。Sato 教授出版著作 20 余本，主编Professor Sumar Hendayana has been actively leading Lesson Study activities in various
schools and universities in Indonesia since 2006. He provided technical assistant of lesson study
activities to primary and secondary schools in collaboration with West Java and Jambi Provincial
Offices of Education, Syiah Kuala University and Almuslim University in Aceh Province, Sri
Wijaya University in South Sumatra province, Bengkulu Muhammadyah University in Bengkulu
Province, Lampung and Metro Lampung Muhammadyah University in Lampung Province, Pakuan
University in Bogor West Java Province. Currently, he supervises learning community activities
in Sumedang district and instructional design research through lesson study of master’s thesis.
He has collaborated with JICA in lesson study training for Asian and Ethiopian fellows. He is also
executive committee member of World Association of Lesson Studies (WALS) and member ofAfrica-Asia Dialogue Network in Education Development. He chaired 2014 WALS conference in
Bandung, Indonesia.

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The Fourth International Conference of School as Learning Community

Dr. Yoshiko KitadaAssociate professor of the Faculty of Education at
Saitama University, Japan

学客座教授，墨西哥大学和柏林自由大学特聘教授，日Dr. Yoshiko Kitada’s
research focuses on the following issues: how students learn incollaborative group work, how teachers develop their professional expertise in school-based lesson
study, and how principal’s leadership affects school reform as Learning Community. Kitada wrote
several articles and book chapters on lesson study, school reform, and teacher professional
development, Practical Knowledge in Teacher Education: Approaches to Teacher Internship
Programmes. New York, NY: Routledge, pp.154-168. She also translated several English books
such as Deborah Meier (1995) The Power of Their Ideas: Lessons for America from a Small School
in Harlem. Boston, MA: Beacon Press.

Professor Siripaarn SuwanmonkhaProfessor of Department of Educational Research andPsychology, Faculty of Education, Chulalongkorn
Universit, Tailand 墨西哥大学和柏林自由大学特聘教授，日本教育研究委员会主席。Sato 教授出版著作



Professor Siripaarn Suwanmonkha has served as the Associate Dean in Academic andResearch (1997-2001) and Associate Dean for research (1900-1992) and Director of Professional
Experience Training Unit, Faculty of Education, Chulalongkorn University (1984-1986).
Her main research interest is in the area of teachers’ learning and professional development. For
example, specific research projects that she conducted in the past are Basic Education for Career
Development (2010), Research and Development of Action Research Program on Environmental
Education Experience for Reflective Practitioner Development (2003-2004) and Research andDevelopment the Training Program for Leaders in Instructional Integration for Energy andEnvironmental Conservation in School Curriculums: Dawn Project (1998). She has led
professional development programs such as “Core Team Development through Coaching and
Mentoring Collaborative Systems” (2015-) and “Teachers, Principals and Supervisors
Development through Coaching and Mentoring Collaborative Systems” (2013). Additionally, she
has served as an academic advisor in “Teachers as Learners: Digital Media for Professional
Development” project (2014-). Dr. Suwanmonkha received MS and PhD in Educational
Psychology from Michigan State University.

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Professor Wen-sen Yu
Dean of College of Teacher Education, Fujian Normal
University

Director of Basic Education Curriculum Research Center
客座教授，墨西哥大学和柏林自由大学特聘教授，日Professor Yu's research and teaching focus on curriculum and pedagogy, especially in the fields
of effective teaching, school-based research, curriculum history and teacher professional
development. He is serving on the Ministry of Education Tertiary Education Pedagogy Major
Teaching Advisory Board and directing Fujian Province Primary and Secondary School Teachers’
Training Program.
As a member of the Ministry of Education Basic Education Curriculum Textbook Committee andthe Ministry of Education Basic Education Reform Advisory Board, Professor Yu has also beenworking actively for China's national basic education curriculum reform. He has been conducting
practice-based research on "Learning Community" in primary and secondary schools in Fujian
Province since 2014.

Dr. Sachiko ASAIAssociate Professor of Graduate School of Education,
The University of Tokyo 教授，墨西哥大学和柏林自由大学特聘教授，日本教育研究委员会主席。Sato 教
授出版著作 20 余本，主编书记 100 余本，发表学术

Traditionally in Japan, narrative descriptions written by school teachers have been one of main
discourses to represent teaching practice. Through analyzing narrative descriptions written byteachers, I have taken on following three researches: 1) historical study of preschool teachers’
narrative description in Japan, 2) theoretical inquiry to teacher narrative, 3) examination of genderissues in teacher narrative.

Dr. Tomoyuki MoritaAssociate professor of the Professional School of
Education, Yamagata University, Japan 教授，墨西哥大
学和柏林自由大学特聘教授，日本教育研究委员会主席。Sato 教授出版著作 20 余本，主编书记 100 余

200 篇。他的许多书籍和论文被
Dr. Tomoyuki Morita 本，发表学术论文近has been involved in a numberof school reforms based on thephilosophy of “learning community”, especially in Yamagata. His research interests cover historyof education in a local community in Japan, and action research on building “learning community”.
19The Fourth International Conference of School as Learning Community

Dr. Woo-jung Son
Director of the Korean Institute of Learning Community

教授，墨西哥大学和柏林自由大学特聘教授，日本教育研究委员会主席。Sato 教授出版著作 20 余本，主编书记 100 余本，发表学术论文近 200 篇。他的许多书籍和论文被翻译成多国语言，其学术贡献受到世界
Dr. Woo-jung Son got her
Ph.D. at the University of Tokyo, supervised by Professor Manabu
Sato. She is a Director of the Korean Institute of Learning Community and actively participates inschool innovation based on SLC. Dr. Son has made a contribution to building up 300 innovative
schools in Korea. Since 2011 she has given internet lectures on "Creating Learning Community"
for teachers. Presently she is a visiting professor at Korean National University of Education andher lectures are about "Case Study of Lesson Study" and "Theories of Learning". Her recent booktitles are "Learning Community" and "School Community of Learning and Care".

Professor Qiong LiProfessor of Beijing Normal University
Director of Institute of Teacher Education Research,
Faculty of Education at Beijing Normal University 作 20余本，主编书记 100 余本，发表学术论文近 200 篇。

Professor Qiong Li’s main research areas including: Teachers' cognition and teacher
education, quantitative statistics and analysis data.
She hosted various projects, such as, Research on the development of China's Primary and Middle
School Teachers in the Social and Economic transition: the key base of the Ministry of education
project (2009); Research on the Professional Development of Teachers in Primary and Middle
schools: the "985" project (2009); Change of practice of Basic Education Curriculum Reform andClassroom Teaching (2007). The international cooperation projects she hosted include Beijing
city "in 11th Five-Year" educational science planning youth special subject based on the new
curriculum of primary school mathematics teachers in classroom teaching evaluation research(2006) and so on.

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Charis of Symposiums(names in alphabetical order)

Professor Yan Hu
Professor Institute of Teacher Education Research,
Faculty of Education at Beijing Normal UniversityProfessor Yan Hu began to conduct teacher education research at the Research Center of
Teacher Education, Faculty of Education, Beijing Normal University in 2006.She learned fromKen Zechner, studying Chinese teachers, the history and policy research of teacher education, andteacher learning community in the University of Wisconsin–Madison from 2008—2009.She also
held the post of director of editorial department of two magazines, “Teacher Education Research”
and “the Chinese Teachers”. She was the standing deputy editor of the magazine “the Chinese
Teacher”.
She led the national education planning project “A Study on Assurance Mechanism of Primary andSecondary School Teachers' Continuing Education Quality in China” and “A Study on the
Problems of Contemporary Teacher Education”; humanities and social science key research baseproject of the Ministry of Education “A Study on Contemporary China's Primary and Secondary
School Teachers Professionalization Process: a Political Sociology Perspective”; national social
science fund planning project “A Study on the History of Teaching and Research Team in Primaryand Secondary Schools in China”; Beijing municipal education scientific planning project “AStudy on the Responsibility and Competence ofTeaching and Research Team Leaders inSecondary Schools in Beijing” and “A Historical Study of the Substitute Teachers since theFoundation of PRC”; Ministry of Education project “A Study on the Transformation of Teacher
Education and Reform of Teacher Preparation in China” and so on.
She published several academic works, such as “Research on the Ancient and Modern Private
Schools in China” (co-author), which was awarded the first prize of the Fifth Outstanding
Achievement of Philosophy and Social Sciences of Beijing Municipality. She also delivered 40
papers, such as “The Challenges and Futures of UGIS Partnership: A University Perspective”, “A
Study on the identity dilemma of Chinese Contemporary Rural Teachers -Based on a Rural
Teacher's Oral History”, “Construction of Teaching and Research Team: a Professional Learning
Community Perspective and a Case of a Secondary School in Beijing”.

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Dr. Guo-yuan Sang
Associate professor of the Institute of Teacher Education

Research, Faculty of Education at Beijing Normal
University


Dr. Guo-yuan Sang gained his PhD in educational science from Ghent University of Belgium.
His research interests are: teacher education, ICT integration, teaching and learning theory, andeducational anthropology. He published 15 English research papers on teacher beliefs, teacher
cognitions, and ICT integration in SSCI journals such as Computers and Education, Journal ofComputer Assisted Learning, and Asia-pacific Journal of Teacher Education. He also published 12
research papers in Chinese.

Dr. Huan Song
Associate professor and vice director of Institute of

Teacher Education Research, Faculty of Education at
Beijing Normal University


Dr. Huan Song received his Master's degree on pedagogy and Doctoral degree in curriculum studies
from the Chinese University of Hong Kong. Courses taught currently include Pedagogy, Qualitative
Research Methods, Teacher Action Research, Teacher Anthropology, and Quantitative Research
Methods. His research areas including, Teacher Education, Teacher Professional Development,
Curriculum Reform, Educational Anthropology. He published various academic papers in journals,
conference, books, such as Quality Assurance in Education, Education Practice and theory, the
CAERDA International Conference, Study on Teacher Honor System of China etc.

Professor Jun Zhou


Professor of the Institute of Teacher Education Research,
Faculty of Education at Beijing Normal UniversityProfessor Jun Zhou’s research focuses on teacher preparation, teacher professional development, andteacher action research. She has been conducting and participating various research programs fundedby the Ministry of Education, China, Beijing Municipal Government, and other provincial educational
department. She published 2 books entitled “A Case Study on Standards of NCATE”, and “Teacher
Education in USA: Theory and Practice”. And she has published more than 50 papers in Chinese
CSSCI journals and English SSCI Journals.
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Part 3
Abstracts

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Sharing A Vision and Transforming Schools: Toward Enhancementof Quality of Learning
Manabu Sato, Gakushuin University
09:10 – 09:30 Oct.28th. Jingwen Lecture Hall
15:30 – 16:00 Oct.29th, Report Hall of Jingwen Library
The International Network for School as Learning Community which I organized, has spread
its wings of the most powerful grassroots school reform to Asian countries, such as Japan, China,
South Korea, Taiwan, Indonesia, Thailand, Vietnam, Singapore and Hong Kong. This approach of
School as Learning Community (SLC) is cherished with a progressive vision of education, threephilosophies of public philosophy, democratic philosophy and philosophy of excellence, andactivity systems of collaborative learning at classroom, collegiality for professional development
through lesson study, and learning participation among parents.
The core of SLC in practice is collaborative learning. SLC approach has initiated high quality
learning at classrooms relied on communication theory by John Dewey and development theory by
Lev Vygotsky, and even has promoted professional development of teachers.
This keynote will show you keystones for enhancing quality of learning through collaboration
by deliberating practical cases of SLC. The first keystone is “listening relationship”. SLC approachis the “listening pedagogy” with which dialogic communication, caring relation and democratic
community are generated. The second keystone is “authentic learning”, which guarantees deeplearning of children, cultural and academic value, and professionalism of teachers. The third
keystone is “jumping task”. Learning is a journey from known world to unknown world. Jumping
task enables students to attain higher order thinking through collaboration among students.
Thus, this keynote will show you practical inspirations for innovating leaning and the reason
why so many teachers are enthusiastically involved in SLC particularly in Asian countries.

Unpacking the meanings of listening pedagogy and pupils voice inLesson Study for Learning Community
Christine Kim-Eng Lee
Curiculum, Teaching & Learning Academic Group
National Institute of Education, Nanyang Technological University, Singapore
09:30 – 10:00, Oct.28th. Jingwen Lecture Hall

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An important idea advocated in Lesson Study for Learning Community is listening pedagogy
where “teaching is not telling but listening (Meir,1996). Sato (2008) has proposed that a “learning
community rests on a relationship in which people listen to each other” and “to listen to what others
have to say is the starting point of dialogue and learning”. Positioning listening at the center ofteaching works against common practice of teachers talk, students listen. The suggestion is thatteachers listen to teach and students talk to learn. This presentation focuses on this notion of listening
and tries to unpack its meanings and its implications for helping teachers move from the usual
practice of telling to taking a listening stance in classrooms. Shultz (2003) provides a conceptual
framework for listening – listening to know individual students; listening to the rhythm and balanceof the whole class; listening to the social, cultural, and community contexts of students’ lives; andlistening for silence and acts of silencing in response to what listening could look like. Sato (2008)
has provided an argument for the reasons for listening pedagogy which will lead to dialogic
communication for learning and the development of caring relationships and a democratic
community. Are teachers able to provide a space for listening in their teaching? This shift to listening
is not easy especially when teachers are faced with an overcrowded curriculum and the need to teachto the test in this age of accountability and performativity. What needs to be done to help teachers
make that shift to listening is a perplexing question for those who are attempting to adopt Lesson
Study for Learning Community in our schools.

Curriculum Leadership of Chinese Teachers Situated in Their School
Learning Community
Xiang-ming Chen, Graduate School of Education, Peking University
Fan Yang, Faculty of Education, Shanghai Normal University
10:00 – 10:30, Oct.28th. Jingwen Lecture Hall
Confronted with difficulties in implementing the Eighth National Curriculum Reform in China,
many teachers take curriculum leadership in adapting the reform requirements to their own school
context with the assistance of their school learning community. In this presentation, two cases will
be presented to illustrate two types of teacher curriculum leadership, i.e. discourse transformation
in a formal setting, and active outreach activity in an informal setting.
The former concerns a math teacher team experimenting with collaborative learning in theirteaching community. While conducting a lesson study, they miraculously used “juxtaposition of25

The Fourth International Conference of School as Learning Community
contradictory ideas” through collective deliberation. This strategy leads to a remarkable discourse
transformation of the reformist idea into one that is more familiar to them. It is argued that this kindof blurred ideology and hybrid practice (“Containing a new wine in an old bottle”) can reduce therisk of a radical reform, and create more space to allow teachers to bring their own personal
experience and identity into the reform.
The second case illustrates how an expert high school geography teacher has reached out tooutside resources and complementary expertise in her experiment with participatory pedagogy. Even
though she learned this innovative pedagogy nine years ago in the curriculum reform training, shenever used it until she visited a U.S. school recently. Since then, she has mobilized her colleagues,
university researchers and American visitors for verification and assistance. Through trial and error,
she finally came up with her own practical knowledge of this reform practice. This case illustrates
how “Everybody adds fuel to make flames rise high”.
The common theme that runs through the two cases is the Confucian maxim: “To know the
new by reviewing the old”. While confronted with unfamiliar requirements mandated by the reform,
the teachers would use their old experience to understand the new discourse and practice. By sodoing, they would extend their old experience and construct new understanding and practice in theircollective inquiry.
The fact that the schools that the two cases come from have very different cultures raises
concerns for us: What kind of school learning communities are most conducive to teacher
curriculum leadership? In what school conditions will teachers self-initiate reform practice of theirown? How can boundary crossing and expanded learning be encouraged beyond the acquisition andparticipation models for teacher learning?

Teachers’ Collaboration for Deep Learning
Kiyomi Akita, Graduate School of Education, the University of Tokyo
10:50 – 11:20, Oct.28th. Jingwen Lecture Hall
Lesson study as professional learning communities has enlarged and emphasized on the process
quality of education and deep learning for all children. The philosophy of lesson study as learning
communities is based on the pedagogy of listening and relationships. It is valued, and means thatlearning always occurs in between knowledge and is a process of construction by the individual in
response to his/her relationships with others. Learning means learning from others, taking advantage
of others’ ideas and the results of their investigations (Hiebert et al., 1996). In this talk. I will focus
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The Fourth International Conference of School as Learning Community
on two points in particular and show the concrete cases form the schools that I have engaged as asupervisor of lesson studies. The first one is related to the challenging task (jumping task that Prof.
Sato called). The designing tasks with high quality are keys for deep and collaborative learning. The
second one is related with the ways of observing interaction in a research lesson by teachers. The
research lesson teacher cannot grasp all children’s learning trajectories in a lesson. The way of how
colleagues observe, narrate and reflect research lesson and children’s learning decide the quality ofteachers’ learning from the research lesson. The depth of observation and narration guides teachers’
motivation to relate their own teaching and designing innovation of lessons. Observation means tosee “invisible things,”using “visible things” as cues of interpretation of the child’s behavior in
front of you. Itmeans “how to accept the child’s behavior,”It makes teachers reflect as theobserver’s being and forces the observer to “continue being the observer.” Recently I introduce
photo evaluation (appreciation) method of quality using by camera. It brings up teachers' eyes ofobserving lesson. The quality of task and the quality of interaction and environments in classroom
and schools are keys for innovation for deep learning.

From Behaviorism Teaching toward Constructivism Learning:
the Changing Landscapes of Taiwan’s SLC classrooms
Li-hua Chen, Professor, Tamkang University
11:20 – 11:50, Oct.28th. Jingwen Lecture Hall

Since school as learning community has been introduced in Taiwan in 2012, the landscapes of
the SLC classrooms is silently changing from behaviorism teaching toward constructivism learning.
Through working with the SLC schools and close observation, my argument is that the successfulclass reform counts not on a method, but a perspective. I will propose my observations with
examples and evidences on this.
The framework of my speech includes four parts. Firstly, the social context and phenomenonof the behaviorism teaching in traditional classrooms will be depicted. Secondly, past reforms andrecent reforms which intend to deal with the behaviorism teaching will be examined. Learnercentered curriculum and instruction, the common core element of the recent reforms including SLC
and the New K-12 Curriculum Guideline and others is included. I then raise my argument thatcompared with behaviorism teaching, constructivism learning leads more toward learner-centeredcurriculum and instruction.
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The Fourth International Conference of School as Learning Community
In the third part, how teachers of SLC carry out the ideas of constructivism learning to shape
their charming classroom landscapes will be portrayed. In the final part of the speech, a culture
barrier of implementing SLC in Taiwan’s classroom will be deliberated: what does the silent reform
mean to Taiwan’s teachers who get used to using microphone and the noisy classroom? What are
the in-depth meanings of silence?

Construction of Professional Learning Community: A “FieldHabitus” Theory Perspective
Da-sheng Li, Education Committee of Chongqing Jiangbei District
13:30 – 14:00, Oct.28th. Jingwen Lecture Hall
Bourdieu's "Field-Habitus" theory in the field of practical sociology can be regarded as one of
the theoretical supports for the development of teachers. The construction of professional learning
community is based on the recognition of the practical characteristics of teaching activities, and thevalue of group dynamics in teacher professional development. In the construction of teachers'
community, the philosophy of "openness, democracy and excellence" should be consistent, We
should highlight the value of the formation and perfection of independent personality of pedagogicalsubject. The professional learning community in Jiangbei District of Chongqing, with the teacher
workshop, training community and innovative experimental area as the major forms, triggered theresonance of the group, realizing the mutual embedding, ecological influence and all-arounddevelopment.

Teacher Professional Development: An Adult Learning Theory
Perspective
Yin-hui Wu, Institute of Educational Science of Haidian District, Beijing
14:00 – 14:30, Oct.28th. Jingwen Lecture Hall
Adult learning theory holds that adults have more experience and stronger learning abilities
than children. Adults can engage in learning with experience and problems, and can also be
motivated by internal and external incentives. Teachers in the workplace as adults, follow the naturallaw of adults' learning. Teacher learning is the process by constructing practical knowledge
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The Fourth International Conference of School as Learning Community
initiatively，which is a problem-based learning, and they often take the initiative to see theirclassroom and students as the research field, so teacher learning is also a process of knowledge
creation. Teacher learning is the study in "community". In the learning community, teachers' senseof belonging to the community, a sense of identity as well as a sense of respect from other membersof the community, are conducive to enhancing teachers' participation of community, maintaining
their continued efforts in learning activities, promoting teachers to act in a circle of "actionreflection-communication-improvement-reaction". n educational practice, there is a variety of formsof to set up learning communities. The most effective form is the one cored on project program.
Teachers find the educational problems from daily routine and seek solutions from common
problems, which is actually a process of educational research and teacher professional development.
Teachers in the project team or group, who continue to carry out the specific themes and task-based
research activities, will naturally improve their academic ability and research level. It is in thislearning community that teachers complete their task of professional development successfully.

Constructing "power group", stimulating "group power" – A
Preliminary Study of Shijia Education Corporation’s Governance
Model
Huan Wang, Beijing Shijia Education Corporation
14:30 – 15:00, Oct.28th. Jingwen Lecture Hall
In the comprehensive reform which began in 2014, Beijing Shijia elementary school gave fullplay to the role of radiation quality educational resources, and took a number of reform tasks. As aresult, multi-sites school running pattern took shape. Facing the challenge of corporation running,
Shijia Education Corporation actively explored new models and mechanism of school governance，
namely, constantly stimulated the inner motive force of the development of the school throughresource sharing and complementary advantages, and carried out reform and innovation in the aspectof cultural identity, organizational structure and teacher development. With the deepening of thereform, Shijia Education Corporation showed a dynamic diversity of “power group” and a rich“group power”, which promoted the campus to form a new life being on the basis of “1+1”, andproduced the "integration effect" of corporation school running.

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The Fourth International Conference of School as Learning Community

Form learning community realize educational ideal of Chenshan
middle school
Tian-hai Zhang，Chongqing Chengshan Middle School
15:00 – 15:30, Oct.28th. Jingwen Lecture Hall
Chongqing Chengshan Middle school, although the school has a long history, profound culture,
due to various reasons, is a typical weak school. After three years of our efforts, through the toplevel design of Chengshan curriculum, in order to promote the implementation of "sincere and kindculture as the core, to implement the sincere and kind curriculum as the starting point to build sincere
good learning community as the path" strategy, "culture, a common vision of learning; teachinginnovation, cultivating team grow together; focus on learning, to promote students to grow; homeand school make effort together, learning together to broaden the field; seven school alliance,enhance common development potential and other measures to promote the school to explore a theconnotation of the path of development.

Cultivating Today’s Teachers for the Future Society
Han Guo，Beijing 101 middle school
16:00 – 16:30, Oct.28th. Jingwen Lecture Hall
Faced with the deep adjustment and rapid change in current education, the construction ofteaching workforce is very important. The report elaborates the theory and practice from three
aspects, namely, background of the era of education development, characteristics of teaching
workforce, and approach of the construction of teacher workforce. Presently, the society needs theschool to promote the humanities education and the innovation education. Teachers must stand on
reality, insist on the noble morality, and cultivate the full personality among students by teacherswith full personality. Therefore, teachers should establish the concept of modern education, pursuing
educational quality that is directed by social requirements, aiming to enhance students' innovation
awareness and ability encouraging a dynamic renewal of knowledge, focusing on the studentcentered teaching and so on. In order to realize the goals above, we should promote the constructionof teaching workforce in the construction of school culture, reinforce the institutional protection ofschool’s culture construction, and set up different levels of platforms for teachers' learning andtraining, and promote the initiative innovation and micro innovation of teachers through theprograms. The school should prioritize teachers’ ethics construction, focus on curriculum

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construction, and enhance teachers’ ability of curriculum construction and implementation. In thelearning community, through self-promotion and mentoring, demand-based teacher training, and theInternet+ and other forms of curriculum development, teachers are equipped with the competenceof cultivating the people that are needed for the future society.

Support and Improvement of Research Courses——A Process
Analysis Model
Yan-ping Fang, Xiong Wang, Christine Kim Eng Lee
Department Curriculum, Teaching and Learning, National Institute of Education Nanyang
Technological University, Singapore
16:30 – 17:00, Oct.28th. Jingwen Lecture Hall
Data analysis is the core of a professional development experience (NEA, 2003), particularly
for lesson study. To improve the quality of the research lessons, teachers need to develop an eye on
children for evidence of their learning during classroom observation and form professional judgment
on what and how to fine tune instructional language and resources (Cohen et al, 2003). Yet teachers
often find it difficult to provide solid evidences to promote lesson improvement during the processof data collection and analysis (Perry & Lewis, 2008; Fernandez et al. 2003). When it lacks specificand systematic reference frames, it’s particularly difficult for teachers to make the decision in the
improvement process.
To overcome this difficulty, our research aims to develop a process analysis method which iscapable of deriving more sophisticated patterns of whether and how the mathematical discourse
succeeded in developing the students’ understanding by analyzing their performance in math class(Wells, 1999). Based on two research lessons and their improved lessons on the same topic ofequivalent fractions conducted in 2006 and 2007 in a Singapore local primary school, our researchaims to understand how the discourse succeeded in developing the students’ understanding by giving
meaning to their mathematical experience in an activity. This analysis model holds potential toprovide solid case data to inform teachers what needs to improve, how to improve them, why the
improving act is reasonable. It also helps to verify and reflect on how lesson study mechanism
improves and benefits instructional practice. Moreover, with process analysis, we aim to build areference framework and an investigative tool for teachers to assist their investigations (Perry et

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al.2009). Ultimately this analysis model is hoped to serve as an instrument to evaluate, quality oflesson study so then urging the professional development of teachers.

Diffusion of Knowledge among Reflective Practitioners for Closing
the Gap on Learning Community
Sumar Hendayana1, Arif Hidayat12
1

Indonesia University of Education

2 Graduate School of IDEC, Hiroshima University

09:00 – 09:20, Oct.29th, Room 107, No.4 Teaching Building
Learning community has been growing among Asian countries with diverse motivation, fromstrengthen their practice and increase students’ result until a learning community for continuous
improvement, collective responsibility, and goal alignment. Practically, invisible hierarchy insideamong novice and senior teachers, principals as the most powerful person in the school, and evenuniversity professor as a resource person could govern a learning community potentially
dysfunctional for creating diffusion of knowledge among various level of participants. Knowledge
itself is a live in a community and that the meaning of knowledge depends on the community. A
liquid dialogue situation could create more equal power relationship that exist in the classroom(Hendayana: 2015), but how the properties of diffusion of knowledge and its process during learning
community are missed to investigate. Craft knowledge of teachers which build from specificsituation, subjective and perceptual of teaching experiences are less acquired as part of wisdom andexpertise of practitioner, while university professors have difficulties in transferring educational
research-based knowledge into teaching. Becoming reflective practitioner among parties believed
bridging these gap both personal (in and on-action) and community (for-action) reflection (Schon:1983). From a case of a learning community in a district of Sumedang–Indonesia, The paper
describes how craft knowledge by teachers and knowledge produced by educational research
providing digestible evidence-based diffusion of knowledge.

Learning from Learning Community: Power of Video Conference inTeacher Education
Yoshiko Kitada, Saitama University
09:20 – 9:40 Oct.29th, Room 107, No.4 Teaching Building
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The Fourth International Conference of School as Learning Community
The purpose of this presentation is to highlight the effectiveness of video conference by using
a video-recorded lesson from learning community in teacher education. A video conference using
learning community lesson is a powerful tool for surfacing and exploring visions of teachers as wellas prospective teachers. Since there are many differences between learning community lesson andthe traditional lecture-type lesson, participants of such video conference are inclined to disclose
what kind of visions they have through reflection.
Visions play a central role in teaching practice. All teachers and even prospective teachers havemore or less their own beliefs and assumptions of “good practice”. Those beliefs and assumptions
construct teachers’ visions which guide future teaching. Visions also serve as ‘a lens for reflection
on teachers’ own practice as well as other teachers.
In teacher education, it is important for teachers and prospective teachers to be aware of theirown visions. Knowing what visions teachers and prospective teachers have is also important forteacher educators. Without identifying the current visions that teachers and prospective teachers
have, it is difficult to expand or develop their visions for better practice in the future.
It is, however, not straightforward to identify visions because they are invisible. An interview
with teachers and prospective teachers could reveal their visions to some extent, but what they say
in an interview only refers to the visions based on “espoused theory” (Argyris & Schön); beliefs andassumptions which they are already aware of. In order to get better understanding what kind ofvisions that teachers and prospective teachers have, it is crucial to identify “theory-in-use” (Argyris& Schön); beliefs and assumptions which actually govern actors’ behavior. It is difficult to reveal“theory-in-use” through an interview because it is usually implemented in the midst of action
without actors’ awareness.
In this presentation, a case of video conference using a learning community lesson will be
introduced.

This video conference was held as a part of teaching professional development

program at Saitama University. Teachers and prospective teachers participated in this conference
and shared their reflections on video-recorded lesson. By sharing their reflections, individual
participant gradually became aware of his/her own vision related not only to “espoused theory”, but
to “theory-in-use”.
Based on this case of video conference, the presentation will further discuss the possibilities
and difficulties of using video-recorded lessons from learning community as a tool for teacher
education.

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School as Learning Community Movement in Thailand
Sirpaarn Suwanmonkha, Siripaarn Suwanmonkha, Chayapim Usaho, Praweenya
Suwannatthachote, andNipaporn Kunlasomboon, Chulalongkorn University
09:40 – 10:00，Oct.29th. Room 107, No.4 Teaching Building
Having joined the 3rd School as Learning Community International Conference in 2015, wehave been publicizing our SLC learning experiences to wider Thai public in local newspapers.
Moreover, Professor Manabu Sato has contributed to the development and expansion of our Thai
SLC movement by conducting workshops and public lectures during his visit at Chulalongkorn
University. Thailand’s Principal Forum adopted SLC as innovation for their school reform. In
2016, SLC became the theme of the 9th Annual Congress for Teacher Professional Development,
also known as EDUCA 2016. Next step, the Thai SLC pilot schools will continue applying thephilosophies and activity systems of SLC to the process of their school reform. The SLC network
will be further expanded to recruit more schools and teacher education institutions.

Theorizing Teacher Professional Development through Collaboration
Takayo Ogisu, Nagoya University
10:40–11:00, Oct.29th，Session A(Room 723, Yindong Building)This paper aims to conceptualize different models of collaboration among teachers that intends
to foster their professional development and extract possible implications for the advancement of
Cambodian in-service teacher education. Although there are quite a few examples of such practices,
I reviewed various cases of “Community of Practice”, such as School as Learning Community,and covered cases in the US, Japan, Korea, China, Taiwan, Indonesia, and Vietnam. I categorizedthese cases based on their (a) objectives, (b) forms of collaboration, (c) participants, (d) place, (e)subjects, (f) education levels, (h) difficulties and challenges, and identified that there are at least
three different models of collaboration, which may or may not foster professional development
among teachers.

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Teachers’ Attitudes towards the Challenge of SLC in Taiwan--From Reluctance to Support
Yu-Lun Huang, Hosei University
11:00–11:20, Oct.29th，Session A(Room 723, Yindong Building)This research aims at finding out teachers’ responses and attitudes towards the practice of
SLC in Taiwan. SLC was put into practice by a top-down approach in northern Taiwan, while insouthern Taiwan it was introduced by a bottom- up approach. Since the ways of implementationdiffer, different attitudes of teachers have been observed.
By attending open seminars and interviewing teachers, we found out that with different reasons
reluctance was first shown facing the start of SLC both by teachers of northern and southern Taiwan.
Two main reasons are expressed by teachers of northern Taiwan to explain their reluctance: loss ofconfidence in new reforms and tiredness facing changes by a top-down approach. On the other hand,
two different reasons are told by teachers of southern Taiwan: worries of the endurance of SLC andfears of the changing values of teaching and learning.
However, it is observed that although feeling reluctant owing to different reasons, teachers who
took action to put SLC into practice in their classrooms have change attitudes from reluctant tosupportive ones. Moreover, teachers of both northern and southern Taiwan give two identical main
reasons to explain their changes of attitudes: the change of students’ learning attitudes and the powerof collegiality.
In this research, we bring out the conclusion that instead of simple changes of ways of teaching,
the practice of SLC has evoked philosophical changes among teachers which has furthermore led toprofessional development.

Learning Community: Cultivate Children's Creativity by Trust andCaringJing-jing Chen, Shanghai Pudong Development Institute of Education
11:20–11:40, Oct.29th，Session A(Room 723, Yindong Building)Innovation is inexhaustible driving force of social development. Our education is undergoingtransformation from memory orientation to create orientation, that is, from the known world towards
the unknown world. As a result, the cultivation of students' creativity emerges as important topic.

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We have established a model of creativity through a lot of researches. Creativity is made ofthree elements, which are creative thinking, creative practice and creative psychological andpersonality.
Everyone is born with creativity shows a strong creative ability even in the early childhood.
We should ensure the openness and freedom of children’s thinking to encourage their free creation.
We should give children chances to operate freely and give them security, respect and trust to keep
creating. Everyone has creativity, which is a synthesis various abilities. What’s more, and thedifferent people have different types of creativity. With encouraging environment, all types ofcreativity can be realized and everyone can be a creative talent.
The most important thing for Learning community is to listen, which means giving children
psychological security, trusting children's learning ability and creativity, and establishing children’s
sense of self-efficacy and autonomy caring for each other so as to undertake unknown andchallenging tasks. Teachers transform themselves from "teaching expert" to "learning expert",
ensuring environment for learning and creating, which guarantees the development of creativity ofeach child.

From the most conservative area in Japan
Hitoshi Uchiyama, International University of Kagoshima
10:40–11:00, Oct.29th，Session B(Room 822, Yindong Building)Kagoshima is located in the southern part of the Kyushu island and it has formed original
culture and customs as the land of "Satsuma Hayato" from ancient times. In the modern times, many
Satsuma people including Takamori Saigou and Toshimichi Okubo contributed to the Meiji
Restoration (1867). In the education, Kagoshima (Satsuma) is known for a kind of community
education called "Goju Kyoiku".
In the 2016 national test, the junior high school in Kagoshima is placed in the 44th while anelementary school is in the 32nd out of 47 prefectures in Japan. Various measures are taken withthis unwanted result led by the prefecture Board of Education in Kagoshima. At the same time,
reform actions of the individual schools are taken in many cities and towns. In this short report, I
want to introduce the actions of some local governments which started the reform that assumed the"learning community" as a core vision.
1. Ishikidai junior high school（Kagoshima city）: First school as "learning community" in
Kagoshima（Report based on conference of September, 2016）

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2. Osaki junior high school（Osaki town）:Started from 2016（Report based on conference of
September, 2016）
3. Kanoya City, Soo City, a start is considered by the leadership of the Board of Education
4. Kagoshima Shugakukan high school（private school）started from 2016（Report based on
conference of October, 2016）

Principal’s tasks to reform a school for School as Learning
Community
Keiichi Sasahara, Shinjyo Junior High School
Michiyo Hiwatashi, Tomoyuki Morita, Yamagata University
11:00–11:20, Oct.29th，Session B(Room 822, Yindong Building)This presentation is one of reflective analyses on a case of Shinjo Junior High School focusing
on a principal’s challenges. This principal, Keiichi Sasahara, had been tried to reform a school for
School as Learning Community (SLC) for 4 years at this school.
Three points are revealed through this study.
First, the landscape of lessons in the school had gradually changed in his 4 years. As previous
study (Morita2015) revealed, students began to care each other and numbers of students who had
given up learning was drastically decreasing. Second, when the principal tried to reform the school
for SLC, he encountered various kinds of challenges from the problems which teachers often facedin their daily works. He faced a conflict of management to solve the daily problems between theprincipal and the teachers. According to teachers’ comments which we got in a collaborativereflection, the teachers had managed these problems with the strategy that they manipulated students’behavior by directives. Whereas, the principal regarded the problems which teachers faced as thelow quality of students’ learning and the lack of relations of listening to each other. Third, theprincipal managed their difficulties especially with two strategies; focusing and arrangement. The
principal had insisted repeatedly on the importance of lesson studies from the perspective of teachers’
mission for ensuring the right of each student’s learning, while some teachers who had emphasizedon the educational effects of club activities complained strongly about that. He also adapted the
problems which teachers had regarded as the lack of their control to the problems of the low qualityof students’ learning and the lack of caring relations. Numbers of lesson studies which the principal
had set have worked as a driver that made teachers focus and arrange their daily tasks for making
relations of caring and listening to each other. He also made many opportunities for teachers so thatthey could feel very small but good expected responses from their students’ learning in case studies.
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Constructing Professional Learning Community and Teacher
Professional Development
Huan Song, Cen Chen, Center for Teacher Education Research, Beijing Normal University
11:20–11:40, Oct.29th，Session B(Room 822, Yindong Building)With the advent of a transitional era, the field of education is likewise undergoing a global
reform. However, in retrospect of the educational reforms launched by various countries in the past
thirty years, the aspect of class teaching is seldom touched upon. The academia therefore gives
increasing emphasis on teachers as well as teachers’ communities, and the concept of professional
learning community thus comes into being. Based on the fieldwork of four schools in Shanghai, thepresent study found that in the establishment and developing process of a professional learning
community, its core, teachers’ collaborative culture, also displays a developmental process fromindividualism and comfortable collaboration to organizationally induced collegiality andinterdependent collegiality. A supportive system is the guarantee of the teachers’ collaborative
culture; and the key to facilitate the birth of this culture as well as the building of a professional
learning community lies on the principals’ leadership style which put attention both on the
management strategies and the leading strategies.

The partnership of UGIS from university perspective: Dilemma andSolution
Yan Hu, Li Yuan, Center for Teacher Education Research, Beijing Normal University
10:40–11:00, Oct.29th，Session C(Room 108, No.4 Teaching Building)
As a case study of subproject “Teacher Training Cluster Construction” of X Program, this study
uses the qualitative research methods of participant observation and interviews to analysis thepartnership among the university, government, district teacher training colleges and primary andsecondary schools about their roles, relation construction and cooperation dilemmas as thetheoretical basis of group conflict theory and game theory, then, this study suggests the cooperation
dilemma lies in as the university should discard the elite awareness to establish cooperative attitudeof equality and sharing; the teacher training colleges and school principals should be empowered inorder to enhance their project participants consciousness; the school teacher should be empowered

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to improve their work enthusiasm; and release the workload of schools, teachers and the teaching
and research staffs to improve their working conditions and many more.

Cooperation and development——A brief introduction of learning
community theory research
Tian-xiao Wang, Higher Education Institute, Capital Normal University
10:40–11:00, Oct.29th，Session C(Room 108, No.4 Teaching Building)Community is a concept that comes from sociology. It has been applied to education area since
1980s. Many different models are generated from this application. Learning community is one ofthem. Learning community has its own characters, and many significant practices.

Interpretation and Practice of “Learning Community”
Toward Manabu Sato
Wen-sen Yu, Fujian Normal University
13:30 – 13:50，Oct.29th, Report Hall of Jingwen Library
Interpretation and Practice of “Learning Community” Toward Manabu Sato has included
three aspects. Respectively, the reason why stress on learning and community, and the practice oflearning community. In the first part, involving that rebuild of the relationship between learning andteaching (teaching and learning) and outlook of learning. It is manifested that human being has thenature of learning and great potential of learning and development; students have the tendency andrequirement of independence and strong competence of independent learning. Of course, the key isthat learning is the student's self-activity (self-generated process) which the teacher is unable toreplace. Teachers can neither replace students’ reading, observing, analyzing, thinking, nor replacestudents’ understanding of principles and grasping of rules. So, teaching should concentrate on theguiding, promoting, maintaining, strengthening, motivating of learning, implementing the principleof teaching on the basis of learning (which sets out the nature, value and meaning of teaching),

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realizing the goals of “less teaching and more learning”, “teaching (learning) for no teaching(teaching aims at no teaching), teaching and learning benefits mutually. The second part illustrates
the essence of community, such as mutual aid and growth. The third part introduces the basic
elements of “Learning Community”, including listening carefully, dialogue quietly, mutual learningand teaching, communicating softly, sorting out systematically, leaping learning. Additionally, there
are other approaches of constructing “learning community” in the classroom, for instance, changing
the arrangement of desks by adopting the functions of U-shape arrange, and changing the desk matesby shifting the fixed mode to multiple and flexible arrangement.

History of School-based Lesson Study
Sachiko Asai, The University of Tokyo
13:50 – 14:10，Oct.29th, Report Hall of Jingwen Library
Lesson study in Japan has multiple purposes. Lesson study as a means of school reform, lesson
improvement, and curriculum development had their origins in new education movement sincearound 1910. There were two primary methods on how to study lessons. One was throughobservation and reflection on a lesson. The other was through reading a teaching record written by
the teacher who taught the lesson. It is noteworthy that Kihaku Saito, the principal of Shima Primary
School from 1952 to 1963, and his staff drove the best-known school reform by both ways of lesson
study. Through such practice, lesson study acquired a new purpose, that is teachers’ professional
development. Furthermore, school-based lesson study for “school as learning community” from thelate-nineties has another purpose of making a professional learning community.

The functions of pair learning in lower graders’ collaborative
learning--An analysis on the trajectory of a teacher’s challenge
Tomoyuki Morita, Yamagata University
14:10 – 14:30，Oct.29th. Report Hall of Jingwen Library
The purpose of this presentation is to reveal the functions of pair learning in lower graders forbuilding a primary school as SLC through an analysis on the trajectory of a teacher’s challenge inthe first grade class. As I presented in this conference before (Morita2014,2015), the school in the40

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process of building SLC drastically increased, especially in Mogami area which is northern part of
Yamagata, Japan. This area has suffered from depopulation and bad economic condition. Owing tothese socio-economic back ground, teachers in lower grade class have faced many difficulties indaily practices.
Ms. Yoko Igarashi has been a teacher for about 30 years and has often been a lower grade classteacher in her career. She has gradually faced difficulties on building the relations of listening toeach other among children. Therefore, she has tried to spend more time for pair learning in a lesson.
The case which are analyzed in this study is a math lesson in her class on September 2016. The taskthat she gave is to make a subtraction, for instance, 7-2-1=? In this case, a boy, Takeru, who had notbeen able to make a subtraction of three numbers at all in the beginning of the lesson, achieved tasks
in the end whereas his answer was wrong.
This achievement was derived from his learning that had resulted from monitoring a friend’s
idea persistently in pair learning. In the beginning of pair learning, all he could do was just imitation
which was just like copying one by one from a student next to him without asking to show her
notebook. Copying repeatedly caused him to ask to show her notebook when he could not see thenotebook well. In addition, the number of seeing the notebook gradually decreased and he also tried
to operate concrete objects for calculation by himself. At the end, he tried to calculate by himself
while the answer was wrong.
An analysis on this case indicates three findings. First, although looking without asking looks
like just copying in the beginning of pair learning of lower graders, it is one of important learning
ways which students that cannot think about a task by themselves. Actually, Takeru could not evencopy his friend’s notebook in July 2016. Looking just like copying is the starting point towardbuilding the relations of listening to each other in a classroom. Secondly, looking at friend’s
notebook persistently also enables for learner to share ideas in pair in spite of few verbal
communications.
In this case, Takeru and his friend scarcely communicated in verbal. However, he understoodprocedure of a task by looking at his friend’s notebook repeatedly. He certainly monitored his
friend’s thought from the notebook. Finally, sharing ideas carefully in pair learning enables tochallenge a jumping task. In jumping task, students learned by scaffolding friend’s idea from sharing
in pair learning. Based on this case study, we have considered how pair learning in lower graders
may function toward building the relations of listening to each other.

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Progress and the next agenda of school as learning community (SLC)in Korea
Woo-jung Son，Korea Institute of Learning Community
15:00 – 15:30，Oct.29th. Report Hall of Jingwen Library
School as learning community was introduced 15 years ago in Korea. Currently you can see asmall group learning and with the desks in U-shape in many schools of Korea. But, before that openclass, jumping task, research council, active learning and collaborative learning and reflection are
unfamiliar and not seen anywhere. Now, activity system for school as learning community in Korea
are prevalent and becomes a symbol of future schooling.
Successful results of 15 years of SLC in Korea are as follows. SLC has transformed open lesson
study from a tool of evaluation teachers by checking points sheets to an opportunity for teachers tolearn together from the lesson. The case studies for professional development are embodied as lesson
study of teachers. Teachers become to approach to problems of teaching in terms of philosophy
rather than techniques or skills. SLC renovates school to teachers professional learning community.

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Part 4
Guiding
Maps

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Part 5 The Organizing Committee

Chair:

Xudong Zhu

xudongzhu99@sina.com

Vice Chair:

Qiong Li

qiongli@bnu.edu.cn

Members:

Guoyuan Sang

guoyuan.sang@bnu.edu.cn

Lili Yu

11312016392@bnu.edu.cn

Shengnan Li

lishengnan@bnu.edu.cn

Nan Li

11312015034@bnu.edu.cn

Jingjing Chai

Cen Chen

Jun Gao

Heding Jiang

Miao Liu

Xueshan Li

Proofreading: Yuling Jia

Yuxi Liu

Yinfang Ma

Suyang Xie

Yi Yang

Volunteers:

Yuanyutong Yang
Editor:Zhengci Zhang

Simultaneous Interpreting Service:
MTI（Master of Translation and Interpreting）Education Centre, School of
Foreign Languages and Literature, Beijing Normal University

Zichen Zhang (Group Leader)Ruyi Luo,

Chaonan Mao Chunchen Zhang

Liying Zhang

Yanling Tu

Tianyuan Qiao (Japanese language)

If you have any questions, please contact Ms. Li: 13661268826

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