The lesson study process through the experiences of school leaders, Mathematics heads of departments and teachers

Abstract

Rapidly changing societies place continuous demands on teachers to keep abreast of latest pedagogies to remain relevant and effective. Lesson study (LS), a collaborative professional development (PD) model which originated in Japan, is highly regarded for being subjectcontent focused, practice-oriented, ongoing, and for offering teachers research-based and reflective learning opportunities. This qualitative multi-case case study aimed to explore how mathematics teachers and heads of departments (HoDs) grow through LS engagement. The HoDs’ dynamic role in facilitating LS was also explored, along with the perceptions of heads of schools (HoSs) in supporting LS for wider school participation. Two local Secondary schools were chosen, and semi-structured interviews were conducted with mathematics teachers, HoDs, and HoSs on their lived experiences and perceptions of LS engagement. Data was thematically analysed, yielding three overarching themes, divided into sub-themes. The findings reveal that LS offers an opportunity for subject-specific PD, leading to the development of pedagogical content knowledge, a shift towards learner-centred pedagogies, and enhanced student learning. Through a shared vision for instructional improvement, collaborative lesson planning, peer learning, and group reflection, LS can develop teachers’ identity by cultivating a culture of collaboration and accountability. This study concluded that HoDs must adopt a multi-faceted role for learner-centred facilitation, empowering teachers to be innovative, not by exerting authority, but by sharing pedagogical knowledge and engaging in dialogue and reflection. Moreover, strategic school leadership and long-term planning are required to sustain LS and encourage wider participation. With lack of time hindering effective LS engagement, HoSs have a critical role in structuring time for teacher collaboration. Apart from fostering a clear vision for instructional improvement and a supportive climate, HoSs must distribute leadership among teachers, LS leaders, and knowledgeable others. Meanwhile, peer influence and celebrating LS groups’ outcomes can address teacher resistance for participation. Finally, this study reveals tensions experienced by HoSs as they plan to integrate LS within their school’s existing PD framework.