Lesson study provides opportunities for teachers to collaboratively design, implement, and analyze instruction. Research illustrates its efficacy as a site for teacher learning. The setting for this article is a lesson study project involving preservice teachers, inservice teachers, and university faculty members. We supported collaborative reflection on practice among these individuals by using asynchronous and synchronous online tools and meeting protocols. Asynchronous online lesson-video review and tagging helped participants prepare to debrief about lessons they had implemented. Midway through one of our lesson study cycles, the COVID-19 pandemic occurred, eliminating opportunities to meet face-to-face for lesson debriefing sessions. In response, we developed and field-tested two protocols for online synchronous lesson study debriefing meetings. The protocols prompted conversations related to pedagogy, content, and content-specific pedagogy. After the debriefing sessions, lesson study group members reported improvements in their knowledge growth, self-efficacy, and expectations for student learning. We describe our use of online virtual tools and protocols to contribute to the literature on ways to support collaborative reflection on practice.
Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.
Akiba, M., Murata, A., Howard, C. C., & Wilkinson, B. (2019). Lesson study design features for supporting collaborative teacher learning. Teaching and Teacher Education, 77, 352–365. https://doi.org/10.1016/j.tate.2018.10.012
Arias, A., Criswell, B., Ellis, J. A., Escalada, L., Forsythe, M., Johnson, H., Mahar, D., Palmeri, A., Parker, M., & Riccio, J. (2020). The framework for analyzing video in science teacher education and examples of its broad applicability. Innovations in Science Teacher Education, 5(4). https://innovations.theaste.org/the-framework-for-analyzing-video-in-science-teacher-education-and-examples-of-its-broad-applicability/
Barth-Cohen, L. A., Little, A. J. & Abrahamson, D. (2018). Building reflective practices in a pre-service math and science teacher education course that focuses on qualitative video analysis. Journal of Science Teacher Education, 29(2), 83–101. https://doi.org/10.1080/1046560X.2018.1423837
Cajkler, W., Wood, P., Norton, J., & Pedder, D. (2014). Lesson study as a vehicle for collaborative teacher learning in a secondary school. Professional Development in Education, 40(4), 511–529. https://doi.org/10.1080/19415257.2013.866975
Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393–405. https://doi.org/10.1177/002248702237394
Fischman, D., & Wasserman, K. (2017). Developing assessment through lesson study. Mathematics Teaching in the Middle School, 22(6), 344–351. https://doi.org/10.5951/mathteacmiddscho.22.6.0344
Fujii, T. (2014). Implementing Japanese lesson study in foreign countries: Misconceptions revealed. Mathematics Teacher Education and Development, 16(1), 65–83. https://mted.merga.net.au/index.php/mted/article/view/206
Groth, R. E. (2011). Improving teaching through lesson study debriefing. Mathematics Teacher, 104(6), 446–451. https://doi.org/10.5951/MT.104.6.0446
Groth, R. E., Bergner, J. A., Weaver, S. D., & Welsh, G. S. (2020). Using Japanese lesson study to merge inservice professional development and preservice clinical experiences. The Clearing House, 93(2), 93–99. https://doi.org/10.1080/00098655.2020.1729082
Hamel, C., & Viau-Guay, A. (2019). Using video to support teachers’ reflective practice: A literature review. Cogent Education, 6(1), Article 1673689. https://doi.org/10.1080/2331186X.2019.1673689
Hawkins, S., & Park Rogers, M. (2016). Tools for reflection: Video-based reflection within a preservice community of practice. Journal of Science Teacher Education, 27(4), 415–437. https://doi.org/10.1007/s10972-016-9468-1
Huang, R., & Shimizu, Y. (2016). Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: An international perspective. ZDM: Mathematics Education, 48(4), 393–409. https://doi.org/10.1007/s11858-016-0795-7
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202. https://www.jstor.org/stable/20720130
Lewis, J. M. (2016). Learning to lead, leading to learn: How facilitators learn to lead lesson study. ZDM: Mathematics Education, 48(4), 527–540. https://doi.org/10.1007/s11858-015-0753-9
Lewis, C. C., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Heinemann.
Lewis, C. C., Perry, R. 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. https://doi.org/10.1007/s10857-009-9102-7
NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press. https://doi.org/10.17226/18290
Ricks, T. E. (2011). Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers. Journal of Mathematics Teacher Education, 14(4), 251–267. https://doi.org/10.1007/s10857-010-9155-7
Santagata, R., & Angelici, G. (2010). Studying the impact of the lesson analysis framework on preservice teachers’ abilities to reflect on videos of classroom teaching. Journal of Teacher Education, 61(4), 339–349. https://doi.org/10.1177/0022487110369555
Saucerman, J., Ruis, A. R., & Shaffer, D. W. (2017). Automating the detection of reflection-on-action. Journal of Learning Analytics, 4(2), 212–239. https://doi.org/10.18608/jla.2017.42.15
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
Sibbald, T. (2009). The relationship between lesson study and self-efficacy. School Science and Mathematics, 109(8), 450–460. https://doi.org/10.1111/j.1949-8594.2009.tb18292.x
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107–125. https://doi.org/10.1007/s10857-007-9063-7
Stigler, J. W., & Hiebert, J. (2009). Closing the teaching gap. Phi Delta Kappan, 91(3), 32–37. https://doi.org/10.1177/003172170909100307
Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739. https://doi.org/10.1016/j.tate.2012.01.011
Watanabe, T. (2002). Learning from Japanese lesson study. Educational Leadership, 59(6), 36–39.
Xu, H., & Pedder, D. (2015). Lesson study: An international review of the research. In P. Dudley (Ed.), Lesson study: Professional learning for our time (pp. 29–58). Routledge. https://doi.org/10.4324/9780203795538-2