Abstract
Lesson study cannot exist devoid of context; it is always a part of something bigger, for example, the school system and the culture. Focusing on the specific characteristics and features of the lesson study itself will limit our understanding within its internal horizon only. To achieve a more in-depth understanding, we must try to see how the lesson study connects with the external horizon, for example, the theoretical lens used to guide the lesson study and to analyse the research lesson, the school system in which the research lesson is enacted and the culture of which it is a part. Then, we would be able to understand why specific approaches towards conducting lesson study are preferred, why certain features vary across different countries, and unpack culturally embedded messages that have been taken for granted. It is crucial for us to develop theories because they help us to be less reliant on the expert, and more efforts should be directed towards developing theories that guide us on how to deal with the objects of learning.
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