Abstract
This chapter proposes a theoretical model of the impact of lesson study. Outcomes addressed include teacher outcomes (e.g., knowledge and beliefs), professional learning norms and routines, instructional routines and tools, and student learning outcomes. Four theoretical perspectives are used to examine lesson study impact: knowledge integration environment, self-determination theory, self-efficacy theory, and pedagogies of practice. The chapter also examines all four phases of the lesson study cycle – study, plan, teach, and reflect – and for each phase identifies major goals, challenges, strategies to overcome challenges, and relevant theoretical perspectives. In addition, reflection questions for each phase are proposed, which are designed to support educators and researchers to reflect on the effectiveness of their work during each phase. The chapter is based on 20 years of observations of lesson study and is intended to spark further conversation about the process and impact of lesson study.
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Acknowledgments
This material is based on work supported by three funders:
The Institute for Education Sciences of the US Department of Education under Grant No. R305A150043. Any opinions, findings, conclusions, or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the Institute for Education Sciences.
The Bill & Melinda Gates Foundation. The views, findings, conclusions, and recommendations expressed herein are those of the authors and do not necessarily express the viewpoint of the foundation.
The National Science Foundation under Grant No. 1503342. Any opinions, findings, and conclusions or recommendations are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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Lewis, C., Friedkin, S., Emerson, K., Henn, L., Goldsmith, L. (2019). How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact. In: Huang, R., Takahashi, A., da Ponte, J.P. (eds) Theory and Practice of Lesson Study in Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-04031-4_2
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