Insights into the collaborative work of expert teachers within a lesson study project
Résumé
A main component of Lesson Study (LS) is a collaborative research into the mathematical topic at hand and the ensuing planning of a lesson. LS has spread worldwide, and its enactment varies according to cultural, institutional and personal implementation contexts. We report on a case study of a group of Israeli teachers, working collaboratively within a school-based lesson study community. We describe how these experienced teachers, who were novices at LS, went through the first two stages of an LS cycle, i.e., goal setting and collaborative lesson planning. Our main focus is on the discussion sessions held by the teachers and the processes that eventually shaped the agreed lesson plan. From this case we extract several key issues concerning the adaptation of LS into the local context of the study, and point to aspects of LS that were productively implemented within this adaptation and aspects that were not embraced.
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