Conclusion

Abstract

This chapter concludes with a discussion on issues in education transfer and teacher development. It unites the discussion among professional identity, teacher strategies, pedagogic transformation, and professional development. Since teaching is socially constructed, what is considered “good teaching” practice varies across contextual settings. The examination of lesson study in foreign settings showed that its practice was transformed to meet locally defined professional responsibilities. As presented by a case in Indonesia, this resulted in the transformation of lesson study or “recontextualization.” There was a gap between policy and actual practice and a gap across Japan and Indonesia. While professional development such as lesson study was introduced to induce pedagogic transformation and to build a professional learning community, it had limited impact on social relations inside classrooms and among teachers. I provide recommendations for an alternative approach to professional development.