MODIFIED LESSON STUDY WITHIN THE INTEGRATED TEACHING-LEARNING FRAMEWORK FOR TRAINING OF SPECIAL EDUCATION PROFESSIONALS

Lesson Study (LS) has its humble beginning in Japan during the Meiji period as a result of a concerted effort initiated by a group of dedicated Japanese teachers with the hope to improve their pedagogy so that their students could benefit from what they taught. In this paper, the focus is on modifying or adapting the current LS approach so that it can be used by special education teachers working with students with special needs in either mainstream or special education schools. The proposed modification of LS is done within the integrated teaching-learning framework, which is made up of the Triple-D teaching model consisting of diagnostics, dialogics and didactics and the Triple-T learning model consisting of episteme, telos and techne.