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Teacher learning in Lesson Study: Affordances, disturbances, contradictions, and implications
Citation
Lee, L. H. J., & Tan, S. C. (2020). Teacher learning in Lesson Study: Affordances, disturbances, contradictions, and implications. Teaching and Teacher Education, 89, Article 102986. https://doi.org/10.1016/j.tate.2019.102986
Abstract
Lesson Study is a form of professional development where teachers collaboratively design research lessons and improve instruction using the evidence they have gathered on student learning and development. This article reports on a professional learning team’s enactment of Lesson Study in an elementary school. A methodological approach informed by Cultural-Historical Activity Theory was adopted to study teacher learning practices that provided affordances to teacher learning, practices that produced disturbances to teacher learning, and underlying systemic contradictions revealed by the disturbances. The findings suggest implications for enhancing school-based professional development through Lesson Study.
Date Issued
2020
Publisher
Elsevier
Journal
Teaching and Teacher Education