A review of lesson study in mathematics education from 2015 to 2022: implementation and impact

Ding, Meixia; Huang, Rongjin; Pressimone Beckowski, Catherine; Li, Xiaobao; Li, Yeping

doi:10.1007/s11858-023-01538-8

Cited by 4 publications

(1 citation statement)

References 61 publications

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“…As noted above, teachers have reflected on the development of their own sense of teacher community due to their participation in Lesson Study (Lewis et al, 2009;Cajkler et al, 2014;Lewanowski-Breen et al, 2021). Little is known, however, about how successful Lesson Study can be in developing teacher community and, if this is the case, what elements of Lesson Study can support such development (Ding et al, 2024).…”

Section: Lesson Study and Teacher Communitymentioning

confidence: 99%

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

Ni Shuilleabhain,

Owens,

Seery

et al. 2024

Front. Educ.

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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.

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Section: Lesson Study and Teacher Communitymentioning

confidence: 99%

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

Ni Shuilleabhain,

Owens,

Seery

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

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Teachers’ engagement with language practices through a geometry lesson study

Mwadzaangati,

Adler

2024

The Journal of Mathematical Behavior

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Teacher noticing within the context of lesson study: a systematic review and prospective trends

Yun,

Zhang,

Cao

et al. 2024

IJLLS

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PurposeTeacher noticing is a critical aspect of teaching competence that has garnered significant scholarly attention. This systematic review aims to comprehensively analyze the integration of teacher noticing into lesson study, exploring how different stages of lesson study influence the development of teacher noticing.Design/methodology/approachThis article systematically reviews 15 empirical studies on teacher noticing within the context of lesson study, focusing on research design, subjects, methods, theoretical frameworks and the specific impact of different stages of lesson study on teacher noticing.FindingsThe review reveals a geographical concentration of studies in Western countries, particularly in the United States, with a relative scarcity of research in East Asian contexts. Most studies focus on pre-service teachers, employ qualitative methods and are grounded in Van Es’s (2011) Learning to Notice framework. The findings indicate that different stages of lesson study significantly influence teacher noticing, particularly in the planning, teaching and reflection stages, where shifts in focus and depth of noticing are evident.Research limitations/implicationsThis paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies. Certain activities within classroom research may restrict attention development, particularly when these activities fail to encourage in-depth cognitive analysis across all stages sufficiently. Future research should explore how to avoid these limitations in the classroom research process and design more effective strategies to support deep observation and analysis by teachers at each stage. In the reflection stage of classroom research, certain factors may restrict the focus on student thinking.Practical implicationsBy synthesizing the existing research into a comprehensive narrative, we provide an essential foundation for future studies on teacher noticing within lesson study contexts. This work not only charts the historical development of the field but also encourages more profound and actionable research engagement with the nuanced processes of teacher observation and reflection during lesson studies.Originality/valueThis paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies and a combination of quantitative and qualitative methods to fully understand the effects of lesson studies on teacher noticing.

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A review of lesson study in mathematics education from 2015 to 2022: implementation and impact

Cited by 4 publications

References 61 publications

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

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

Teachers’ engagement with language practices through a geometry lesson study

Teacher noticing within the context of lesson study: a systematic review and prospective trends

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