Skip to main content

Advertisement

SpringerLink
Log in

Teachers’ professional growth through engagement with lesson study

  • Published:
Journal of Mathematics Teacher Education Aims and scope Submit manuscript

Abstract

Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections between their experiences and their beliefs and practices, using Clarke and Hollingsworth’s (Teach Educ 18(8):947–967, 2002) Interconnected Model of Professional Growth. Analysis of interview data and video-recordings of planning meetings, research lessons, and post-lesson discussions reveals the development of teachers’ collaborative planning skills, increased attention to students’ mathematical thinking, use of orchestrated whole-class discussion based on anticipated student solutions and focused questioning, and the enhancement of collaborative practices for teacher inquiry. Our findings illuminate the interplay between the External Domain, the Personal Domain, the Domain of Practice, and the Domain of Consequence, in the teaching and learning change environment, and the mediating processes of enactment and reflection. Changes in the domains across the period of the lesson study provide evidence of teachers’ professional growth, with the iterative processes of enactment and reflection being critical in mediating this professional growth.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

Notes

  1. Numeracy coaches are teachers who were nominated by the school principal to undertake ongoing professional learning for mathematics curriculum leadership and coaching. The ongoing professional learning involves professional conversations with other coaches in the network of schools.

  2. All names of participants are pseudonyms.

  3. INT1 refers to Interview 1. Similar notation is used for Planning Meeting 1 (PM1), Cycle 1 (C1), etc.

  4. Trevor was a member of the Matomes team.

  5. Arrow 5 links the two phases Cycle 1 Planning and Cycle 1 Research Lesson and Post-Lesson Discussion and therefore appears in both Figs. 2 and 3.

References

  • Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.

    Article  Google Scholar 

  • Borko, H., Koellner, K., & Jacobs, J. (2014). Examining novice teacher leaders’ facilitation of mathematics professional development. Journal of Mathematical Behavior, 33, 149–167.

    Article  Google Scholar 

  • Chokshi, S., Ertle, B., Fernandez, C., & Yoshida, M. (2001). Lesson study protocol. Lesson Study Research Group. From http://www.tc.columbia.edu/lessonstudy/tools.html.

  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967.

    Article  Google Scholar 

  • Corbin, J. M., & Strauss, A. L. (2008). Basics of qualitative research [electronic resource]: Techniques and procedures for developing grounded theory. London: SAGE.

    Book  Google Scholar 

  • da Ponte, J. P. (2013). Theoretical frameworks in researching mathematics teacher knowledge, practice, and development. Journal of Mathematics Teacher Education, 16(5), 319–322. doi:10.1007/s10857-013-9249-0.

    Article  Google Scholar 

  • Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters. Educational Leadership, 66(5), 46–55.

    Google Scholar 

  • Downton, A., Knight, R., Clarke, D., & Lewis, G. (2006). Mathematics assessment for learning: Rich tasks and work samples. Melbourne: Mathematics Teaching and Learning Center ACU.

    Google Scholar 

  • Elliott, J. (2012). Developing a science of teaching through lesson study. International Journal for Lesson and Learning Studies, 1(2), 108–125.

    Article  Google Scholar 

  • Fernandez, C. (2002). Learning from the Japanese approach to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393–405.

    Article  Google Scholar 

  • Fujii, T. (2014). Implementing Japanese lesson study in foreign countries: Misconceptions revealed. Mathematics Teacher Education and Development, 16(1), 65–83.

    Google Scholar 

  • Goldsmith, L. T., Doerr, H. M., & Lewis, C. C. (2014). Mathematics teachers’ learning: A conceptual framework and synthesis of research. Journal of Mathematics Teacher Education, 17(1), 5–36.

    Article  Google Scholar 

  • Groves, S., & Doig, B. (2010). Adapting and implementing Japanese lesson study - some affordances and constraints. In Y. Shimizu, Y. Sekiguchi, & K. Hino (Eds.), The proceedings of the 5th East Asia regional conference on mathematics education: In search of excellence of mathematics education (pp. 699–706). Tokyo, Japan: Japan Society of Mathematics Education (JSME).

  • Groves, S., Doig, B., Widjaja, W., Garner, D., & Palmer, K. (2013). Implementing Japanese lesson study: An example of teacher-researcher collaboration. The Australian Mathematics Teacher, 69(3), 10–17.

  • Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.

    Article  Google Scholar 

  • Guskey, T. R., & Yoon, K. S. (2009). What works in professional development. Phi Delta Kappan, 90(7), 495–500.

    Article  Google Scholar 

  • Hargreaves, A., & Fink, D. (2003). Sustaining leadership. Phi Delta Kappan, 84(9), 693–700.

    Article  Google Scholar 

  • Hollingsworth, H., & Oliver, D. (2005). Lesson study: A professional learning model that actually makes a difference. In J. Mousley, L. Bragg, & C. Campbell (Eds.), Mathematics—Celebrating achievement. Proceedings of 2005 MAV conference (pp. 168–175). Melbourne: Mathematical Association of Victoria.

    Google Scholar 

  • Hunter, J., & Back, J. (2011). Facilitating sustainable professional development through lesson study. Mathematics Teacher Education and Development, 13(1), 94–114.

    Google Scholar 

  • Joubert, M. V., & Sutherland, R. J. (2009). Exploring effective professional development for teachers of mathematics. Retrieved from https://www.ncetm.org.uk.

  • Knapp, A., Bomer, M., & Moore, C. (2011). Lesson study as a learning environment for coaches of mathematics teachers. In L. C. Hart, A. S. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 153–164). New York: Springer.

    Chapter  Google Scholar 

  • Lewis, C., Perry, R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12(4), 285–304.

    Article  Google Scholar 

  • Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14.

    Article  Google Scholar 

  • Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, 12(Winter), 12–17. (50–52).

    Google Scholar 

  • Matos, J. F., Powell, A., Sztajn, P., Ejersbø, L., & Hovermill, J. (2009). Mathematics teachers’ professional development: Processes of learning in and from practice. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (pp. 167–183). New York: Springer.

    Chapter  Google Scholar 

  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage Publications.

    Google Scholar 

  • Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L. C. Hart (Ed.), Lesson study research and practice in mathematics education (pp. 1–12). Berlin: Springer.

    Google Scholar 

  • Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407.

    Article  Google Scholar 

  • Perry, R. R., & Lewis, C. C. (2008). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10, 365–391.

    Article  Google Scholar 

  • Pierce, R., & Stacey, K. (2011). Lesson study for professional development and research. Journal of Science and Mathematics Education in Southeast Asia, 34(1), 26–46.

    Google Scholar 

  • Puchner, L. D., & Taylor, A. R. (2006). Lesson study, collaboration and teacher efficacy: Stories from two school-based math lesson study groups. Teaching and Teacher Education, 22, 922–934.

    Article  Google Scholar 

  • Remillard, J. T. (2000). Can curriculum materials support teachers’ learning? Two fourth grade teachers’ use of a new mathematics text. Elementary School Journal, 100(4), 331–350.

    Article  Google Scholar 

  • Ricks, T. (2011). Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers. Journal of Mathematics Teacher Education, 14(4), 251–267.

    Article  Google Scholar 

  • Shimizu, Y. (2013). Participating in lesson study to share new visions and immutable values: A Japanese approach to lifelong development of mathematics teachers. In S. Herbert, J. Tillyer, & T. Spencer (Eds.), Mathematics: Launching futures, proceedings of the 24th biennial conference of the Australian Association of Mathematics Teachers Inc. (pp. 22–35). Adelaide, SA: The Australian Association of Mathematics Teachers (AAMT) Inc.

    Google Scholar 

  • Sprinthall, N. A., Reiman, A. J., & Thies-Sprinthall, L. (1996). Teacher professional development. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 666–703). New York: Macmillan.

    Google Scholar 

  • Stigler, J. W., Gonzales, P., Kawanaka, T., Knoll, S., & Serrano, A. (1999). The TIMSS videotape classroom study: Methods and findings from an explanatory research projects on eighth-grade mathematics instruction in Germany, Japan and the United States. Washington, DC: US Government Printing Office.

    Google Scholar 

  • Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.

    Google Scholar 

  • Takahashi, A. (2006). Characteristics of Japanese mathematics lessons. Retrieved 10 September 2008 from http://www.criced.tsukuba.ac.jp/math/sympo_2006/takahashi.pdf.

  • Takahashi, A., Lewis, C., & Perry, R. (2013). A US lesson study network to spread teaching through problem solving. International Journal for Lesson and Learning Studies, 2(3), 237–255.

    Article  Google Scholar 

  • Takahashi, A., & Yoshida, M. (2004). Ideas for establishing lesson-study communities. Teaching Children Mathematics, 10(9), 436–443.

  • Takahashi, A. (n.d.). Implementing lesson study in North American schools and school districts. Online at http://hrd.apec.org/images/a/ae/51.2.pdf. Retrieved 11 Nov 2014.

  • Tall, D. (2008). Using Japanese Lesson Study in teaching mathematics. Scottish Mathematical Council Journal, 38, 45–50.

  • Vale, C. (2013). Primary teachers’ algebraic thinking: An example from Lesson Study. In V. Steinle, L. Ball & C. Bardini (Eds.), Mathematics education: Yesterday, today and tomorrow (Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia). Melbourne: MERGA.

  • Watanabe, T. (2002). Learning from Japanese lesson study. Educational Leadership, 59(6), 36–39.

  • White, P., Wilson, S., & Mitchelmore, M. (2011). Teaching for abstraction: Collaborative teacher learning. In J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia) (pp. 761–768). Singapore: MERGA.

    Google Scholar 

  • Widjaja, W., & Vale, C. (2013). Deepening teachers’ understanding of content and students’ thinking: The case of Japanese Lesson Study in Australian primary classrooms. In M. Inprasitha (Ed.), The 6th East Asia regional conference on mathematics education (EARCOME 6): Innovations and exemplary practices in mathematics education (Vol. 3, pp. 266–275). Phuket, Thailand: Center for Research in Mathematics Education.

  • Xu, H., & Pedder, D. (2015). Lesson study: An international review of the research. In P. Dudley (Ed.), Lesson study: Professional learning of our time (pp. 29–58). Abingdon, Oxon: Routledge.

    Google Scholar 

Download references

Acknowledgments

The Implementing structured problem-solving mathematics lessons through lesson study project was funded by the Centre for Research in Educational Futures and Innovation, Deakin University. We gratefully acknowledge the contributions of participating teachers, coaches, students, schools, and the outside experts: Dr Max Stephens, University of Melbourne, and Professor Toshikiara Fujii, Gakugei University, Japan. The authors also acknowledge the contribution of The Warrnambool Collective writing retreat that supported the first author to finalise this article.

Author information

Authors and Affiliations

  1. Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia

    Wanty Widjaja, Colleen Vale, Susie Groves & Brian Doig

Authors
  1. Wanty Widjaja
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Colleen Vale
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Susie Groves
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Brian Doig
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Wanty Widjaja.

Appendices

Appendix 1

The matchstick problem introduced by the researchers for Cycle 1 Research Lessons with some solutions generated by the teachers.

figure a

Appendix 2

The matchstick problem used by the Bobbies in Cycle 1.

figure b

Appendix 3

The 23 × 3 multiplication problem as presented by the researchers for Cycle 2 Research Lessons and used by the Bobbies team.

figure c

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Widjaja, W., Vale, C., Groves, S. et al. Teachers’ professional growth through engagement with lesson study. J Math Teacher Educ 20, 357–383 (2017). https://doi.org/10.1007/s10857-015-9341-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10857-015-9341-8

Keywords

Search

Navigation