Learning to lead, leading to learn: How facilitators learn to lead lesson study

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

“…In this integrated domain, the LS procedure, professional experimentation and the role of the LS facilitator are highlighted. The LS facilitator is explicitly presented in this adapted model due to the essential role the facilitator may have in stimulating further teacher professional growth through LS (Lewis, 2016;Norwich & Ylonen, 2013). In addition, the reflection and enactment patterns are presented in reciprocal directions between all domains since these patterns often overlap or intertwine.…”

“…The LS facilitator also seems to play a pivotal role (Lewis, 2016;Saito & Atencio, 2013). This is somebody "who guides teachers as they construct new knowledge and practices" (Borko, 2004, p. 4).…”

“…This is somebody "who guides teachers as they construct new knowledge and practices" (Borko, 2004, p. 4). In a recent paper, Lewis (2016) distinguishes different issues that arise when novice LS facilitators (yet experienced teachers) learn to lead LS such as teacher resistance, comfort and discomfort, teachers' content knowledge, teachers' goals, the available time, and sources of learning. This shows the complexity of the role of a LS facilitator.…”

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

“…Gu and Gu argued that this framework could be used to improve strategies of mentoring by teaching research specialists. Lewis (2016) explored an imperative issue of how teacher educators (e.g., facilitators) learn to lead LS. To investigate how teacher educators who are new to LS learn to lead LS, two novice teacher educators were followed for a period of 18 months, from their first exposure to the literature on LS, through their participation in LS conferences, apprenticeship with an experienced LS leader, and into their independent leading of LS groups.…”

How does lesson study improve mathematics instruction?

“…To achieve ongoing knowledge development, it may be essential to look carefully at the means to develop teachers' dispositions to learn from practice, such as ability to learn from student thinking (Bruce et al 2016), to ask "why" in instructional planning (Takahashi and McDougal 2016), and to focus on student understanding and not only observable outcomes (Groves et al 2016). To achieve knowledge spread, it may be essential to look at the impact on professional community, including how facilitators can balance the goal of professional community with the goal of instructional knowledge development (Lewis 2016), how to use a school research theme and knowledge-sharing structures to build professional community (Takahashi and McDougal 2016), and discourse features that emphasize building on each other's ideas and provision of evidence (Warwick et al 2016).…”