The question of how to create a common framework for teaching (a science of the art of teaching) has often been a topic of discussion. As a result of Lesson Study, such a framework has emerged in Japan for science education. Outside Japan, however, creating a common framework for teaching has appeared to be far from easy. This article focuses on two cases in which Lesson Study outside Japan was (tacitly) transformed in such a way that the focus of research changed from a classroom level to a meta-level. The analysis relates the transformation to the epistemic culture outside Japan, where, at most education faculties, conducting research is separated from practicing the craft of teaching in mandatory education. This epistemology encourages research "about" teachers rather than "for" teachers. As a result, the development of a common framework for teaching is overshadowed. Based on the tribulations of Lesson Study, this article draws conclusions which could foster a habitat for participative action research that can contribute to teaching becoming a true profession.