Learning from Lesson Study: Power Distribution in a Community of Practice

Abstract

When lesson study in relation to mathematics teaching is discussed in English, it most often emphasizes the potential for development of mathematical thinking by means of innovative and carefully orchestrated lessons (Sugawara 2008). Apart from a number of teacher development studies (see Fernandez et al. 2003; Fernandez 2005), much of the literature is directed at “how to” conduct lesson study as opposed to describing how/why lesson study works. In 2006, Lewis, Perry and Murata called for research into the issue (Lewis et al. 2006). They formulated two conjectures as to how lesson study works to bring about the improvement of teaching. Conjecture 1 suggests, “Lesson study improves instruction through the refinement of lesson plans.” Conjecture 2 suggests, “Lesson study strengthens three pathways to instructional improvement: teachers’ knowledge, teachers’ commitment and community, and learning resources” (ibid, p. 5). My interpretation of lesson study favoured conjecture 2.