Participation In Lesson Study Research Articles

From beginning to mature: investigating the development of teacher community through Lesson Study

This research investigates the potential of Lesson Study to develop teachers’ professional community. Situated in two case study schools, Doone and Crannog (both pseudonyms), where mathematics teachers participated in multiple, successive cycles of Lesson Study over the course of one academic year, the research details the development of teacher community through teachers’ conversations and reflections. Data was generated through audio recordings of teachers’ Lesson Study meetings and individual interviews with participating teachers. Analysis is based on a framework of professional teacher community which describes discrete phases of development from beginning to mature. Findings from the research suggest that groups of teachers may begin their Lesson Study work at different stages of evolution of teacher community and that Lesson Study has the potential to strength and develop such community over successive cycles. The research demonstrates that teachers’ participation in Lesson Study can provide them with opportunities to recognize and express communal responsibility for individual growth of colleagues, a key feature in the formation of teacher community. The research also highlights the importance of navigating fault lines or differences in ideas and opinions during the Lesson Study work. Findings may offer guidance to facilitators of Lesson Study on elements of teachers’ collaborative work which may benefit from additional focus, such as productively engaging with conflict within a group. This research contributes to the literature on Lesson Study in outlining how this model of professional development may provide a powerful structure within which teacher community can be developed.

Reconstructing Practical Knowledge in Initial Training. A Qualitative Study

Practical knowledge, acquired subconsciously, requires analysis and reflection for reconstruction, fostering its evolution into practical thinking. This study explored the practical knowledge of 104 first-year students in the early childhood education programme at the University of Malaga, aiming to scrutinise how it evolves through the lens of practical thinking following their participation in Lesson Study (LS) training. Using qualitative research methods, the data collection involved reflexive drawing, narratives, and discussion groups. The findings revealed that students’ practical knowledge predominantly revolved around teaching as cultural transmission, highlighting master classes and teacher-centric teaching-learning processes, with an adult-centric view of childhood and an underestimation of student capacities. Following the LS experience, significant reconfiguration occurred. Students developed a newfound appreciation for mentorship, recognising discrepancies between conceptualisations and implementations, and acknowledging the pivotal role of children. The study highlights the efficacy of reflexive drawing and discussion as tools for uncovering subconscious thoughts and facilitating reconstruction. To facilitate this evolution, training programs and participatory strategies are imperative for transforming practical knowledge.

Unpacking the motivational variables which impact engagement in Lesson Study: Mathematics teaching self-efficacy and attitudes towards self-development

ABSTRACT Lesson study has received significant attention as a model of professional development among mathematics teachers. Evidence highlights its effectiveness in improving pedagogical practices and student learning, however, less is known about the predispositions which may encourage teachers’ participation in Lesson Study or the impact of participation on teachers’ attitudes. Such findings are relevant considering the voluntary context of teachers’ participation in professional development in Ireland. This research investigates the motivational variables which impact teachers’ participation in Lesson Study, specifically their self-efficacy in teaching mathematics for conceptual understanding and their attitudes towards self-development in Lesson Study. Post-primary mathematics teachers (N = 64), spanning various levels of experience in Lesson Study, completed a survey using a set of pre-validated scales. Findings indicate that teachers’ mathematics teaching self-efficacy is a significant predictor of their participation in Lesson Study. Furthermore, the research finds that teachers’ familiarity with Lesson Study impacts the likelihood of their participation in this model of teacher education. These findings build upon previous knowledge in this field and demonstrate the significance of teaching self-efficacy as a presage variable for developing a positive disposition towards Lesson Study. The paper discusses the implications of these findings for teacher education in Ireland.

Lesson study and constructivist pedagogy: teacher learning power matters in the mediation model

PurposeLearning power is crucial in today's rapidly changing world, yet its application to teachers is under-explored. This study delved into the investigation of teacher learning power and examined how it matters in the relationship between teachers' experiences in lesson study and the adoption of constructivist pedagogy.Design/methodology/approachA cross-sectional survey of 226 elementary, junior high, and senior high school teachers in Taiwan was conducted, and the results were analyzed using structural equation modeling.FindingsThe findings suggest that both participation in lesson study and teacher learning power were positively associated with the practice of constructivist pedagogy. Moreover, teacher learning power partially mediated the relationship between lesson study and constructivist pedagogy.Originality/valueBy incorporating the concept of teacher learning power and performing a mediation analysis to understand how it matters, this study has added to the expanding collection of works on lesson study explored from different perspectives and in various contexts.

Small Group Discussion Assistance In Constructing Teaching Modules At The Plan Steps Of Lesson Study

Lesson study is a learning activity carried out by a group of teachers and education experts which includes 3 (three) steps of activity, namely planning (plan), implementation of learning (do) and observation followed by reflection (see) on a planning and implementation of learning. FGD means systematic activities of collecting data and information about a specific problem related to constructing teaching module through group discussion. This descriptive qualitative study aims to describe the effectiveness of FGDs in constructing teaching module to meet the implementation of the 2022 curriculum or Kurikulum Merdeka (Kurmer) through lesson study. The finding said that the lesson study participants were able to construct teaching module well. It was concluded that FGDs assistance were effective in constructing teaching module through lesson study.

An Investigation of Pre-service Middle School Mathematics Teachers’ Discussion Skills in the Context of Lesson Study

The purpose of the current study is to investigate how pre-service teachers have used five practices for conducting productive mathematical discussions (anticipating, monitoring, selecting, sequencing, and connecting) in teaching statistics throughout their participation in lesson study. Researchers employed a qualitative research method. The participants of the study were three pre-service teachers as they carried out three lesson studies. In the data analysis, the framework developed by Stein et al. (2008) was used. The results revealed that the pre-service teachers did not include all practices in their lesson plans and implementations at the beginning. As the lesson study progressed, the pre-service teachers attempted to include anticipating, monitoring, selecting, and connecting practices. However, the difficulties in terms of the sequencing practice were seen to be continuing. In light of the obtained findings, it was suggested that lesson study should be integrated into teacher training programs in Turkey.

Leveraging prospective teachers’ knowledge through their participation in lesson study

This study focuses on a lesson study adaptation for bridging prospective teachers’ experiences in a methods course and their field experiences in a teacher education program in Puerto Rico. We ask, what opportunities for teacher learning emerge during discussions in lesson study? Two lesson study teams of secondary mathematics prospective teachers, each led by an experienced mentor, planned technology-based lessons. Using the theoretical framework for lesson study by Lewis and colleagues, we analyzed video recordings of the teams’ discussions. The results show learning opportunities in the three dimensions of the framework: teachers’ knowledge and beliefs, the creation of a professional community, and the development of teaching–learning artifacts. The mentors leveraged prospective teachers’ knowledge, built on topics discussed in the methods course, and created a professional learning community. Three resources introduced in the methods course supported the creation of a hybrid space connecting academic and practitioner knowledge: shared language about teaching moves for using technology in math instruction, the mathematical proficiency framework, and a lesson plan template. The mentors drew upon their subject matter and pedagogical knowledge during their facilitation of lesson study. The intervention exemplifies a lesson study adaptation that is feasible in the context of a teacher education program.

Lesson study and the long-term impact on teacher professional community development

PurposeThe purpose of this paper is to investigate the long-term impact of participating in school-based lesson study on mathematics teachers' professional community.Design/methodology/approachA study was conducted with six mathematics teachers, from two post-primary schools in the Republic of Ireland, following up on their participation in school-based lesson study over the academic year 2012/13 (see Ni Shuilleabhain, 2016). Qualitative data were generated through one-to-one, semi-structured interviews with the participating teachers and analysed using an empirical framework for teacher community formation (Grossman et al., 2001).FindingsAnalysis of the interview responses suggests that the mathematics teachers in both schools, Doone and Crannog, had developed a mature professional community during their participation in lesson study in 2012/13. Furthermore, the research finds that, in the absence of any other professional development intervention, both teacher communities have been sustained at this level six years later. These findings suggest that a lesson study may serve as a potential structure to foster the development of sustainable professional communities within subject-based teacher groups.Originality/valueWhile a lesson study has been shown to support the development of teacher professional communities, previous research has not addressed the sustainability of the communities which emerge. This study, therefore, adds to the existing literature by investigating teachers' perceptions of the long-term impact of lesson study participation on their professional community.

Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study

PurposeThis paper reports on experiences of university-level mathematics teacher educators (MTEs) from participating in lesson study to improving mathematics teacher preparation. The authors investigate the questions: “What did MTEs report as benefits of participating in cross-departmental lesson study?” and “What considerations did MTEs report for stakeholders interested in lesson study?”Design/methodology/approachThis study employed qualitative methodologies on one cycle of lesson study where the authors served as lesson study participants. Debrief and focus group interview data were analyzed for emergent codes on benefits, supports and challenges from a university-level lesson study.FindingsEngaging in university-level lesson study provided MTEs firsthand professional development, created community, enabled attention to detail, improved knowledge of issues related to teaching mathematics, improved curricular materials and extended beyond one lesson. Institutional support, a natural evolution of the process, alignment of goals among members and support within the group supported their university-level lesson study. Challenges of time and funding, imposition, misalignment of goals and building trust are discussed.Originality/valueThe paper contributes insights about benefits for MTEs who use lesson study to examine their own teaching practice for mathematics teacher preparation. The importance of supports and constraints is highlighted.

Analysis of the final comments provided by a knowledgeable other in lesson study

Lesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps, among which the “Research Lesson” and “Post-lesson Discussion” are central. During the Post-lesson Discussion, after the teacher has commented on the lesson, all of the observers discuss the lesson, and the “knowledgeable other” (koshi), a specially invited expert, provides final comments. The quality of these final comments is critical to the learning of the lesson-study participants, and, consequently, the koshi plays an extremely important role. However, few studies have examined the nature and structure of the final comments that koshis provide. This study analyzed the final comments made in three elementary-school research lessons in Japan by a highly distinguished university mathematics educator with considerable teaching experience and an outstanding reputation as a koshi. We found that his final comments clustered into seven categories, which we named: (1) considering the didactical value of mathematical content; (2) use of representations; (3) fostering positive attitudes to learning; (4) incorporating students’ ideas into whole-class discussions; (5) giving attention to what students write down; (6) giving attention to the content of the board-work; and (7) teacher growth through reflection. These categories provide insight into the nature of final comments that are regarded as being particularly useful and may form the basis for less-experienced koshis to structure their final comments in lesson study.

Secondary School Mathematics Teachers’ Professional Learning in a Lesson Study

Background: Lesson study is an innovative professional development process, originated from Japan, that is important to know if it may be applicable in other cultural contexts. Objective: This paper analyses professional learning of mathematic teachers involved in lesson study. Design: Qualitative and interpretative research, using participant observation. Setting and participants: The participants are seventeen mathematics teachers of secondary school at the teaching public network of Rio Grande do Sul State. Data collection and analysis: Research’s empirical material consist of field notes produced in the context of lesson study sessions, teachers’ textual productions systematized in their logbooks, audio recordings of the research lesson and debriefing session. Results: The results highlight that teachers’ participation in lesson study provided them professional learning related to deepening of the curricular content to teach at classroom, as well about teaching resources to teach mathematics topics and also about the collaborative work in the school context, the reflection on professional practices and about the teacher’s education approaches prevalent in the educative settings. Conclusions: The study suggests that lesson study is a powerful professional development process both regarding mathematics teaching and professional culture.

Are lesson study participants sharing their professional knowledge?

PurposeResearch and practice are often seen as separate entities, however, the notion of teacher as researcher situates the act of teaching as research (Watanabe, 2018). Educators in Japan identify as researchers with contributions to make to the field. Lesson study is one vehicle for their research. The purpose of this paper is to understand whether educators outside Japan are sharing their work resulting from lesson study to impact the field beyond their local context.Design/methodology/approachDatabases were searched to find cases (n=45) of lesson study in K-12 mathematics classrooms in the USA. Descriptions of how lesson study was implemented were coded to determine whether sharing of findings was a part of the lesson study cycle and, if so, to identify the mechanisms for sharing.FindingsIn 12 of the 45 cases, there was evidence that the lesson study team shared their findings beyond the team. The modes of sharing included inviting people to the research lesson, distributing the research lesson, presenting at conferences or writing articles.Research limitations/implicationsThe cases are limited to published lesson study projects. The end of the lesson study cycle for teams not sharing was not evaluated.Practical implicationsWays to make sharing results more accessible are discussed.Originality/valueThe originality of this paper is in that it evaluates a large number of documented cases of lesson study to understand if and how teachers are making their professional knowledge gained through lesson study public.

Teachers’ attitudes towards lesson study, perceived competence, and involvement in lesson study: evidence from junior high school teachers

ABSTRACTA considerable body of literature has shown the benefits of lesson study, but little attention has been paid to the determinants of lesson study involvement. This study examines how teachers’ participation in lesson study is affected by their attitudes towards lesson study as well as their perceived competence. A multilevel logistic regression model and a multilevel multinomial logit model are separately used to analyse representative data on active junior high school teachers in Taiwan. The results reveal that teachers’ positive attitudes towards self-development are significantly correlated with complete participation as well as with partial participation in the lesson study cycle, while teachers’ perceived competence only relates to complete participation. This study not only contributes to developing predictors of lesson study involvement but also provides valuable references for policymakers.

Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa

This study explored teachers’ experiences in the teaching of electricity and magnetism during a Lesson Study intervention. Using a case study research design, a sample of 4 physical sciences teachers was conveniently selected from schools in rural and suburban areas. Due to logistical challenges, the 4 participants were grouped into 2 separately functioning lesson study pairs. Data were collected through multiple sources including semi-structured interviews, observations of classroom teaching and Lesson Study meetings, field notes, participants’ initial lesson plans and reflective writings. It was found that collaboration through Lesson Study enhanced teachers’ professional teaching strategies, networking skills, lesson plan writing, classroom management, self-efficacy and positive attitudes towards teaching. However, challenges such as lack of time, lack of institutional support and insufficient instructional materials pose a threat to teachers’ participation in Lesson Study. It is therefore recommended that policy makers develop strategic plans to promote the use of Lesson Study as a school-based professional development initiative. Further research on Lesson Study in pre-service science teacher education may pave the way towards professional collaboration as a sustainable practice amongst science teachers. This may ultimately improve the performance levels of science learners in South Africa. Keywords: electricity and magnetism; lesson study; physical sciences; professional development; science teaching

Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study

ABSTRACTGraduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case study methodology with multiple qualitative data sources, this study found that lesson study was beneficial for this group of GTAs in that it modified critical aspects of their beliefs about biology instruction. Each participant felt that lesson study helped revise their teaching and changes were seen in some aspects of the participants’ Pedagogical Content Knowledge (PCK). Despite this, there was an observed disconnect between participants’ vocalized intent and classroom practice. This disconnect could be attributed to the difficulty of implementing new strategies, the short duration of the lesson study, and the instructional inexperience of the participants in the study.

Professional growth in adaptive teaching competence as a result of Lesson Study

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the analyzing framework to explore its adequacy for understanding teacher professional growth. The results reveal teacher professional growth in adaptive teaching competence and show how the intensive focus on student learning, collaborative professional experimentation and the facilitators' role may contribute to this.

Teachers Collaborate Using Lesson Study: Implications for Early Childhood Social Studies Students

Students often do not understand the relevance of social studies, are not interested in it, and some early childhood students confuse it with other disciplines. Various external and internal factors prevent teachers from providing meaningful social studies instruction; however, practical solutions can be approached more appropriately and interestingly through collaboration. A team of second grade teachers’ participation in lesson study, a 50 plus-year old Japanese collaborative model, and implications of their activities for 41 students are reported in this interpretative case study. Data concerning students’ perceptions of their social studies classroom environments and attitudes about social studies lessons were collected before and after the lesson study, using surveys and focus group interviews. There were slight changes, both positive and negative, in students’ perceptions of their social studies learning environments, though they were puzzled about the discipline of social studies. Early childhood stakeholders benefit from learning what young students articulate about social studies and social studies learning environments. The description of team collaboration, with early childhood social studies, could be helpful also to teachers engaging in job-embedded professional development.

What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study

The purpose of this study was to understand what preservice teachers and knowledgeable others professionally notice as they engaged in repeated cycles of a modified version of lesson study, as a component of a field experience in a teacher education program. The study also centered on comparing the professional noticing practices of preservice teachers with other lesson study participants, including classroom teachers and university facilitators. Data analyzed included videos of weekly lesson study analysis meetings for seven weeks for each of four teams. Each team included six preservice teachers, a classroom teacher, and a university facilitator. Findings indicate that preservice teachers primarily noticed elements about the classroom environment and teacher pedagogy, but included instances of noticing centered on students' mathematical thinking. In contrast, classroom teachers and university facilitators, as knowledgeable others, typically noticed general events and were less focused on students' mathematical thinking. Analysis of noticing trends over the seven weeks indicated that noticing levels remained steady initially, dropped in the fourth and fifth week, and resumed original status in the final weeks. Results that the preservice teachers' noticing comments were at higher levels than the knowledgeable others are contrary to other research studies and indicate that incorporating lesson study with appropriate scaffolds into a field experience for preservice teachers may be a viable option for encouraging noticing of students' mathematical thinking.

The prospects of lesson study in the US

Purpose – Lesson study has emerged as an approach to improving the quality of teaching in the USA. The purpose of this paper is to provide an investigation into teachers’ attitudes toward lesson study. Evidence suggests that lesson study may increase teachers’ content knowledge and their ability to anticipate student misconceptions during lessons. Nevertheless, certain issues have surfaced in the literature. Teachers may struggle with the demands of collaboration, critique of their lessons, and observation of their teaching. Moreover, lesson study may conflict with the existing mandate-monitor culture within many school districts. Understanding how teachers perceive lesson study is vital to gauging the effectiveness of the process. Design/methodology/approach – In all, 55 teachers at two elementary schools in urban Los Angeles participated in the researcher-designed survey. For the teachers in this study, participation in lesson study was mandatory, and most had participated in a version of lesson study that emphasized following the established curriculum and district-approved strategies. Data were analyzed using correlational analysis. Findings – Results yielded significant associations between teachers’ comfort levels with collaboration, lesson observation, lesson critique, and their support for lesson study. Higher degrees of control by the district over the lesson study process were linked to teachers feeling less responsible for student learning. Practical implications – The findings from this study have important implications for the prospects of lesson study as a model of teacher development in the USA. Originality/value – This paper fulfils a need to investigate factors that impede and promote the effective implementation of lesson study in the USA.

Teacher Learning in Lesson Study

This article documents teacher learning through participation in lesson study, a form of professional development that originated in Japan and is currently practiced widely in the US. Specifically, the paper shows how teachers in three different lesson study teams 1) expanded their mathematical content knowledge, 2) grew more skillful at eliciting and analyzing student thinking, 3) became more curious about mathematics and about student thinking, 4) emphasized students’ autonomous problem‐solving, and 5) increasingly used multiple representations for solving mathematics problems. These outcomes were common across three lesson study teams, despite significant differences among the teams’ composition, leadership, and content foci.