Using a creativity framework to promote teacher learning in lesson study

Abstract

We examine whether an adaptation to lesson study using a creativity framework promotes teacher learning. Lesson study is a professional development model that engages teachers in a cycle of planning, teaching, and reflecting upon a lesson with the purpose of understanding how to optimize students’ learning opportunities. The adaptation to lesson study intended to increase teachers’ capabilities for studying instructional materials before planning a lesson. We use data from a geometry study group where 6 geometry teachers who had not previously worked together investigated instructional materials for designing a lesson. The findings show evidence of teacher learning in relation to three visible changes. First, the teachers increased their mathematical knowledge for teaching by demonstrating the relationships between curricular concepts and anticipations of student thinking. Secondly, the teachers advanced the development of a professional community by using a shared language, considering a framework for understanding students’ prior knowledge, and developing mutual accountability to provide high-quality instruction. Finally, the teachers developed teaching and learning resources by identifying ideas for the lesson and designing tasks that use students’ prior knowledge to develop mathematical understandings. The study provides a case of using a creativity framework to make lesson study viable in other contexts different than Japan and promote teacher learning in professional development.