Abstract
Lesson study is recognised as a cultural activity and its implementation in a context different from Japan is a complex process. Researchers’ role in this process is assumed to be critical, although this has rarely been investigated. In this paper, we analyse a teaching experiment to introduce lesson study into a professional development course for prospective teachers at an Italian university, focusing our investigation on a group of researchers acting as teacher educators (didacticians). Using the anthropological theory of the didactic and meta-didactical transposition frameworks, we investigate their dual position as researchers and as teacher educators. We observe the evolution of the didacticians’ teacher-education praxeology (a model of practice and knowledge) during their interactions with prospective teachers. The results indicate that the didacticians’ teacher-education praxeology is distinguished, shaped, and actively influenced by their research praxeology. The results also imply that coordinating the two theoretical frameworks may guide the design and analysis of teachers’ professional development courses.
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