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ERIC Number: EJ1071236
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0022-4871
From Experience to Expertise: The Development of Teachers' Learning in Lesson Study
Bocala, Candice
Journal of Teacher Education, v66 n4 p349-362 Sep-Oct 2015
This article presents a case study of how educators in one northeastern school district participated in school-based learning through lesson study (LS). Using a sociocultural perspective on teachers' learning, I compared the participation of educators who were new to lesson study ("LS novices") with those who had more experience with the practice ("LS experienced practitioners"). Consistent with prior research, I discovered that LS novices focused primarily on learning the routine and on the novelty of observing instruction. LS experienced practitioners, in contrast, were comfortable with the routine and thus concentrated instead on how they elicited students' thinking. I discuss how educators might progress from having a less developed to a more developed understanding of lesson study, and how supports such as routine participation and interactions with knowledgeable experts might help educators develop their understanding and application of lesson study over time.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A