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Lesson study learning opportunities, Fall 2000-Fall 2004
Source publication
This paper features a case study of one US K-8 school district pioneering the use of “lesson study,” a teacher professional
development approach adapted from Japan. The case explores events that occurred in the district over more than 4years (Spring
2000–Fall 2004) as lesson study spread nationally and within the district. We document four categori...
Context in source publication
Context 1
... these modest beginnings, leaders subsequently organized multiple structures to sup- port teachers' learning about lesson study. Table 2 lists the primary ways that teachers in the district learned about lesson study during these first 4 years: school year participation, workshops, public lessons, and other events. The most common form of participation was for teachers to work in a lesson study group during the school year. ...
Citations
... A similar approach could have been used in the Japanese lesson study experiment. Research suggests that one key ingredient of the lesson study is the discussion of evidence of student learning during the debrief and discussion (Perry & Lewis, 2009). A classifier could have been trained to identify instances of this activity within transcriptions of the lesson debrief. ...
The current paper combines a conceptual analysis of major reviews of implementation fidelity studies (e.g., Dane & Schneider, 1998; Mowbray et al., 2003; O’Donnell, 2008) with reflections on fidelity measurement practice in field evaluations. It claims that practice is impoverished by the failure to recognize the existence of competing conceptualizations of fidelity, rooted in different theoretical perspectives. Different evaluation contexts may be better matched to one or the other of these perspectives. Confusion about how fidelity should be defined in a given funding program or evaluation prevents evaluators from instituting a maximally useful fidelity measurement program. Difficulties inherent to creating high-quality fidelity measures contribute to the problem. The causes and consequences of this disconnect between fidelity theory and fidelity practice are discussed herein. Preliminary suggestions for solutions are advanced.
... Takahashi and McDougal (2016) have added that this method supports a cycle of continuous improvement, allowing educators to deepen their understanding of instructional techniques and student learning processes. Perry and Lewis (2009) and Fernandez and Yoshida (2004) have emphasized that when implemented effectively, lesson study can bridge the gap between theoretical knowledge and practical application, fostering a deeper connection between pedagogical principles and real-world teaching. ...
... The integration of lesson study into university-based teacher education programs is particularly significant. Perry and Lewis (2009) have found that pre-service teachers who participated in lesson studies were better equipped to apply their theoretical knowledge in practical settings, enhancing their understanding of instructional design and student learning processes. Fernandez and Yoshida (2004) and Takahashi (2014) have argued that lesson study in university settings supports the development of essential teaching skills, such as lesson planning and anticipating student misunderstandings. ...
... This approach promotes a culture of cooperation, as Stenhouse (1975) noted, where educators share insights, conduct practical research, and continuously implement feedback to enhance their teaching (Schön, 1983). Initially established in Japan, lesson study has been widely recognized for its efficacy in fostering reflective practice and improving instructional quality, garnering support from researchers such as Perry and Lewis (2009) and Fernandez and Yoshida (2004). Takahashi and McDougal (2016) have highlighted that lesson study supports a cyclical improvement process, enabling educators to deepen their understanding of pedagogical strategies and student learning dynamics. ...
Reflective practice is essential in teacher education, enabling pre-service teachers to engage in meaningful professional development and continuously improve their teaching skills. However, barriers such as time constraints, geographic isolation, and crises like COVID-19 often hinder consistent engagement in reflective practices. This study developed and evaluated an online lesson study platform within a university-based teacher education program to address these challenges and support pre-service teachers’ professional growth. Using a mixed-methods approach, the study analyzed reflective engagement among 115 pre-service teachers in the Faculty of Education through reflection reports and surveys. The theoretical framework, based on Darling-Hammond’s reflective perspective, focused on student learning processes, teaching effectiveness, classroom atmosphere, personal educational philosophy, and continuous growth through reflective dialogue. Qualitative analysis revealed varying levels of engagement in reflective practices, with significant improvements in reflections on teaching methods and student learning. However, challenges remained in reflecting on students’ cognitive processes. Quantitative analysis using the McNemar test confirmed statistically significant increases in reflective practice engagement. These findings suggested that online lesson study platforms can provide accessible and practical opportunities for pre-service teacher professional development, overcoming barriers related to location and logistics and supporting global educational goals, particularly Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities). Keywords: lesson study, peer collaboration, professional development, reflective practices, teacher education
... Borko (2004) emphasized that the primary goal of these programs is to enable teachers to deepen their understanding and refine their instructional practices to improve the quality of teaching. The Lesson study, recognized as an effective model for enhancing teachers' professional development, embodies many characteristics of high-quality professional development programs that emphasize teacher collaboration (Perry & Lewis, 2009). Hurd and Licciardo-Musso (2005) describe lesson study as a cyclical process that involves teachers in the stages of planning, observing, and revising a research lesson. ...
The purpose of this study is to expand on knowledge of student thinking based on the mathematics teachers’ practices in a lesson study process designed for improving teachers’ knowledge of student thinking. The participants of this qualitative case study were three secondary mathematics teachers. The data were gathered from twenty-two hours lessons observations and field notes. By the data analysis, we got nine main components by constant comparison. The main components of knowledge of student thinking were (a) building on students’ mathematical ideas, (b) promoting students’ thinking of mathematics, (c) triggering and considering divergent thoughts, (d) engaging students in mathematical learning, (e) evaluating students’ understanding, (f) motivating students’ learning, (g) considering students’ misconceptions and errors, (h) considering students’ difficulties, and (i) estimating students’ possible ideas and approaches. This study supported the mathematics teachers in developing professional knowledge and also provided to elaborate the content of teachers’ knowledge of student thinking.
... In these communities of professional learning or CoP, teachers are afforded the chance to shape the trajectory of their own professional development and enhance their teaching practices within a collaborative and supportive setting [29]. The studies conducted, it is evident that the development of a professional community is identified as one of the key conditions for supporting successful LS [30]. Especially if it involves establishing a learning community within the same context, with similar characteristics of issues, it enhances the collaborative efficacy of teachers following the LS approach. ...
span>This study explores the impact of a combined community of practice (CoP) and lesson study (LS) approach on fostering technology pedagogical content knowledge (TPACK) in student teachers. TPACK encompasses various knowledge areas, including technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technology content knowledge (TCK), and technology pedagogical knowledge (TPK). The study employs combined CoP-LS practices in two distinct CoPs: CoP A characterized by varied experiences, and CoP B comprising members with comparable experiences. Data gathered through questionnaires and group discussions. The findings reveal that the CoP-LS activities effectively enhance TPACK among student teachers, leading to improved confidence in designing learning activities. Both CoP A and CoP B show overall enhancements in TPACK, with CoP A exhibiting superior development across all dimensions. Further analysis demonstrates that CoP A exhibits greater advancements in PK and PCK, transitioning from the adapting level to the advancing level. Moreover, TCK and TPK demonstrate progress from the exploring level to the advancing level within CoP A. In contrast, CoP B showcases advancements in TK from the exploring level to the advancing level, while no notable changes are observed in CK, PK, PCK, TCK, and TPK.</span
... While teachers, sometimes in consultation with the instructional coach, do spend time considering curricular resources related to the lesson in advance, the full Studio cycle of planning, implementing, and reflecting occurs in a single day, limiting the depth of that study. However, Mathematics Studio still adheres to lesson study's underlying principles with the goal to promote teacher learning [29,40]. ...
In this paper, we describe the interworking of a group of middle school mathematics teachers who engaged in Mathematics Studio, an adaptation of lesson study, across three years. We use this case to illuminate specific structures, protocols, and norms of interaction within Studio that create conditions for teacher learning and incremental changes in teachers’ instruction. Our analysis revealed several discourse practices, including the adoption of a research lens, a shared language of affordances and constraints, and an orientation toward student learning that supported a culture of inquiry as teachers investigated genuine questions they had about instruction. In this paper, we elaborate on these practices and share examples of pedagogically productive talk. We claim Mathematics Studio has the potential to circumvent previously identified challenges to support generative learning and the ongoing growth in teachers’ instructional practice.
... Teniendo en cuentas las bajas puntuaciones identificadas en relación con el CPP, se presenta una propuesta enmarcada dentro de la metodología de Lesson Study, al ser un método de trabajo colaborativo que relaciona la investigación y la docencia para fomentar el desarrollo profesional del profesorado (Murata, 2011). Esta metodología consiste en un ciclo de cuatro etapas (Murata, 2011;Perry y Lewis, 2009;Salinas et al., 2018): 1) Organización: Formular objetivos en colaboración; 2) Planeación: Se elabora una lección con la finalidad de lograr los objetivos; 3) Implementación: Cuando se pone en práctica la lección con la presencia de los demás participantes y toman nota; y, 4) Revisión: Comentar y discutir las observaciones con la finalidad de mejorar la lección. ...
A partir de una investigación previa en la que se ha diagnosticado el conocimiento especializado del profesorado de educación primaria para enseñar probabilidad desde el modelo Mathematical Teacher' Specialized Knowledge (MTSK), en este artículo se enlazan los resultados obtenidos con la práctica escolar. Desde esta perspectiva, para cada subdominio de conocimiento, primero se presenta una breve descripción y una síntesis de los principales resultados obtenidos en el estudio preliminar y, seguidamente, se ofrecen distintas estrategias metodológicas (lesson study, Flipped Classroom, reflexión sobre la práctica, entre otras) para mejorar la planificación e implementación de las tareas probabilísticas y llevar a cabo una enseñanza más eficaz. Se concluye que los procesos formativos a partir de estas estrategias pueden contribuir a mejorar el conocimiento especializado para enseñar probabilidad y, por consiguiente, promover el desarrollo profesional del profesorado de educación primaria.
... The lesson study which is based on the cooperation between the teachers and directed by them, takes place inside the classroom of a school unit, focusing simultaneously on the improvement of their teaching and the learning of their students (Hamzeh, 2014). It can be implemented more effectively with the participation and guidance of teachers who have the relevant experience, providing clear instructions and protocols (Perry & Lewis, 2008). By collaborating in the implementation of lesson study, teachers achieve the combination of practices, knowledge, and teaching techniques and improve their practice (Lewis & Hurd, 2011). ...
The main purpose of this paper is to present the results of research, that aimed to investigate the effect of lesson study as a professional development activity on the effective implementation of differentiated instruction and, above all, to identify which specific characteristics of lesson study as a professional development activity influence the plan, implementation, and understanding of the differentiation by the teachers, in the teaching of the Modern Greek Language course of the 2nd class of Lyceum. The research was qualitative and grounded theory data collection and analysis techniques were used, in the context of its implementation. The research was carried out in three schools in two municipalities of Eastern Attica, with the participation of four teachers and eighty students. Data were collected before, during, and after the lesson study cycle and included classroom observations, interviews of the participating teachers, protocols for planning, observing, revising, and reflecting on the research lesson as well as transcripts of teacher meetings and the teaching of the research lesson, diaries, which were kept during the implementation of the lesson study, students' assignments as well as their interviews after the teaching. The research showed that the lesson study cycle outcomes for each participating teacher were greatly influenced by the completion of all stages of a lesson study cycle, as there were no characteristics that alone accounted for these outcomes. Teachers' thoughts and opinions about the process support this finding. All participants referred to their positive experience of the lesson study process holistically, demonstrating that all stages of the lesson study cycle are important and interdependent.
... By engaging in detailed planning, observation, and reflection, teachers develop more effective instructional strategies tailored to their students' needs [22]. However, successful implementation of LS requires strong school leadership support, a collaborative culture, ongoing professional development, sufficient time allocation, a focus on student learning, thorough documentation, and possibly external expertise [48][49][50]. When these factors are in place, LS can significantly enhance the quality of education, benefiting both teachers and students by creating a dynamic and supportive learning environment. ...
Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study employed participatory action research (PAR) involving 32 Islamic Studies teachers across 10 schools. The research was structured around the four phases of PAR: establishing relationships, collaborative design, implementation through LS and Open Approach, and reflective assessment. The implementation of Lesson Study and Open Approach led to significant improvements in teaching practices, shifting from traditional teacher-centered methods to learner-centered approaches that emphasized critical thinking, self-directed learning, and the integration of ICT. This study demonstrates that adapting LS to the context of Islamic education can enhance professional development for teachers and improve educational outcomes. This approach could serve as a model for broader educational reforms in the region.
... As noted by Perry and Lewis (2009), the highly structured nature of LS runs the risk of teachers focusing primarily on its surface features, which may make their work superficial and the results of LS unsatisfactory. One strategy suggested by Skott (2024), who describes the superficial adaptation of teacher-led LS in the Danish setting, is to continuously involve external experts in the process, who can act as critical voices, bring new knowledge to the school, and facilitate the key steps of collaborative planning and reflection. ...
Purpose – This study examines the experiences of five German primary schools implementing Lesson Study over a five-year period. When lesson study is to be implemented in Germany, teachers are typically skeptical and do not believe that it will work in their schools. Although four of the schools from our project consider the
implementation at their school to be quite successful and report many positive effects, in this article, we focus on the difficulties and strategies for overcoming them. We also report the schools’ recommendations for other schools wishing to implement lesson study.
Design/methodology/approach – Using maximum variation sampling, we conducted semi-structured interviews with ten German primary teachers and principals from five schools taking part in the nationwide LemaS project. The interviews were recorded, transcribed and analyzed using qualitative content structuring analysis.
Findings – The study identified several challenges, ranging from fundamental criticism of lesson study to a lack of resources. All but one school found ways to navigate these challenges. The main themes for success included fostering motivation for lesson study and adequate support from the school leadership.
Practical implications – This study offers examples of strategies of schools to overcome typical hurdles when implementing lesson study. We also present a list of ten recommendations derived from the interviewees that can serve as pragmatic guidelines for practitioners and researchers willing to implement and sustain lesson study.
Originality/value – This study captures the experiences of both teachers and school leaders, providing practical insight for schools wishing to implement the lesson study in a sustainable way.
... A good example of this comes again from Lesson Study. Perry and Lewis (2009) discuss several features of the Lesson Study approach that allow teachers and leaders to learn to improve and districts to support productive change. These include the inclusion of learning opportunities throughout the Lesson Study process for teachers to engage with knowledgeable partners; the creation of a professional community involving both teachers and researchers who share norms for learning through feedback loops; distributed teacher leadership with the explicit goal of making visible different voices and perspectives; technical and fiscal resources that support the work over time; and attention to crafting coherence between Lesson Study and other policies and programs adopted by the district. ...
This study aims to document how a research-practice partnership designed and carried out joint work between researchers and educators to support teacher instructional improvement. A district-wide research-based teacher professional program, grounded in research on student development of mathematical ideas, was adapted to the assets and needs of one elementary school. The primary source of data were field notes of meetings of the school instructional improvement team, involving researchers, the principal, and teacher leaders, and focused on the co-design of school-based settings for instructional support. A framework outlining key conditions of research-practice partnership success was used as an analytical tool to examine partnership design elements that support joint work towards both practice and research goals, partner practices, processes, and activities as they unfolded, and methodological tensions and opportunities. Findings highlight how centring relationships, shared goals, and relevance to practice supported researchers in gaining deep understanding of the local context and of the complexity involved in creating settings that facilitate instructional improvement within school systems. They also underscore the need for vulnerability and flexibility in researcher involvement. Future directions include supplementing data sources to examine co-design sessions discourse and through multiple perspectives and extending analyses to subsequent years of the partnership.
