Teacher learning in Lesson Study: Affordances,disturbances, contradictions,and implications |
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| Institution: | 1. The University of Southern Mississippi, Department of Curriculum, Instruction & Special Education, 118 College Drive, #5057, Hattiesburg, MS 39406, USA;2. Auburn University, Department of Curriculum and Teaching, 5040 Haley Center, Auburn University, AL 36849, USA;1. English Department, East China Normal University, 500 Dongchuan Rd., Shanghai, 200241, China;2. English Department, Wenzao Ursuline University of Languages, 900, Mintzu 1st Road, Kaohsiung, 817, Taiwan;1. Department of Human Movement and Education, Windesheim University of Applied Sciences, Zwolle, The Netherlands;2. LEARN! Research Institute, VU University Amsterdam, Amsterdam, The Netherlands;3. Department of Teacher Education, University of Groningen, Groningen, The Netherlands |
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| 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. |
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| Keywords: | Teacher learning practices Professional Learning Community Lesson Study Cultural-Historical Activity Theory |
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