The complexities of assuming the ‘teacher of teachers’ role during lesson study

ABSTRACT

Changes in society demand constantly evolving education systems. Teachers’ practice is crucial to the successful implementation of educational reforms. A major obstacle for practicing teachers in implementing reform mathematics is that they have not experienced it themselves as learners. Consequently, teachers require extended, practice-based professional development to support them in the implementation phase of reform endeavours. Japanese Lesson Study has increased in popularity internationally as a professional development model due to its potential to facilitate teachers to learn in and from the practice of teaching. This self-study examines two mathematics teacher educators’ first experience of facilitating Lesson Study with Irish primary in-service teachers. Reflection on the Lesson Study carried out with in-service teachers in 8 urban schools revealed three critical incidents that promoted deeper understanding of the context. The findings provide insights into the realities of managing and leading Lesson Study with in-service teachers, in particular the various barriers affecting teacher engagement. Alternative approaches to practice to address these challenges are also identified.

KEYWORDS:

• Professional development
• teacher
• lesson study (LS)
• facilitator
• knowledgeable other
• self-study

Disclosure statement

No potential conflict of interest was reported by the authors.