ABSTRACT
This chapter demonstrates a methodology for designing such a 'teaching as a drama' approach through a re-evaluation of a lineage of Japanese lesson studies, one which was forgotten in the paradigm shift of teaching practices from teaching to learning in the 1990s. It introduces a summary of the teaching of 'The Burning of the Rice Field', which was conducted among fifth grade (elementary school) students by Toi at the end of the 1950s. The chapter presents a 'framework for teaching practice' that indicates key decision points for teaching practice and relates a methodology of practical research by teachers to foster teachers' growth. In order to polish teaching skills, it is important for teachers themselves to pursue practical study through the steps of class development and implementation which includes: design, implementation and reflection. The majority of the practical knowledge needed to support excellent decisions is hard to put into words that are logical and explicit.
