Lesson study on two continents: contextual differences reflected in teachers’ pedagogy, affect and processes

Abstract

Purpose The purpose of this study was to better understand how lesson study (LS) impacts the pedagogy and attitudes of teachers in varied sociocultural contexts. The authors investigated responses of teachers in Kenya and the USA who were new to LS.Design/methodology/approach Teacher interviews after LS were qualitatively and inductively analyzed with Teacher Education and Development Study: Learning to Teach Mathematics as a conceptual/analytical framework.Findings Results varied between Kenyan and US teachers. Kenyan teachers reported increases in content and pedagogical content knowledge. They suggested participating in LS was an enjoyable, productive struggle and emphasized the value of planning for lessons and the role of the outside expert. US teachers described consideration of students' needs, abilities, and learning strategies. They described LS as a positive experience, even though making time for the process was challenging. Procedurally, US teachers valued research and collaboration. Although both the process and responses differed, US and Kenyan teachers' reflections highlight affordances of LS.Research limitations/implications This study is a small-scale, comparative case study. Future research could ask similar research questions in other contexts and with greater numbers of participants.Practical implications Views of teaching and learning and typical structures for teachers' professional learning vary by context; these factors should be considered when planning and implementing LS.Originality/value The study responds to an identified need to learn more about how LS contributes to teachers’ different views of teaching and learning, which are embedded in various sociocultural settings.

Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunities

“…(2014). In line with the findings of Collet and Nakawa (2022) the participants in this study were similar to the US teachers as they emphasised the advantages derived from diverse viewpoints through collaborative efforts.…”

“…This points to the need for a cultural shift in how teachers view effective PD. The structures for teachers’ PD, differ across contexts and it is crucial to take these variations into account when implementing LS (Collet and Nakawa, 2022). Wolthuis et al .…”

“…This points to the need for a cultural shift in how teachers view effective PD. The structures for teachers' PD, differ across contexts and it is crucial to take these variations into account when implementing LS (Collet and Nakawa, 2022). Wolthuis et al (2020) believe that if sustained, school-based PD is to become the norm, a cultural shift is required involving teachers changing their perspective of effective PD.…”

“…In the translation of LS beyond Japan, Seleznyov (2018) notes that while Japanese school timetables facilitate LS, the school structures in other countries might not be as supportive of this approach. Japanese schools also host events aimed at fostering collaborative norms and skills (Seleznyov, 2018); however, these practices have traditionally been less prevalent in United States of America (USA) schools (Collet and Nakawa, 2022) and in Western European schools.…”

“…Flexibility was considered essential to enable teachers to collaborate with colleagues in different settings, whether in person or virtually. In their comparative study Collet and Nakawa (2022) researched teachers in both rural Kenya and USA and their first experience of LS. They concluded that perspectives on teaching and learning are context-dependent and these aspects need to be taken into account during the implementation of LS.…”