1st Edition

Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments Opportunities, Challenges, and Future Directions

Edited By Rongjin Huang, Nina Helgevold, Jean Lang, Heng Jiang Copyright 2024
    302 Pages 28 B/W Illustrations
    by Routledge

    Offering a rich, critical investigation of how technology can be used to strengthen and promote lesson study in both virtual and hybrid environments, this edited book presents insights into the numerous challenges as well as opportunities for supporting teachers’ and teacher educators’ professional learning in such a novel setting.

    Providing an international perspective, research in this book highlights on the one hand the necessity of exploring how the known theoretical perspectives and methodological approaches for researching on lesson study and effective characteristics of conducting lesson study can be adapted to the new environments. On the other hand, further analysis reveals the benefits of using various advanced technologies in lesson study, the new practice of professional development of teachers and teacher educators, and also documents related issues of conducting lesson study in such complex contexts. The chapters focus on online cross-cultural lesson study; the key aspects of conducting online lesson study and the effectiveness of it. Features of facilitation and the development of facilitators for online lesson study are explored, alongside the ways in which online lesson study can help address various problems of practice such as implementing equitable teaching, facilitating student interaction in virtual environments, and migration to remote teaching in STEM.

    This resourceful text provides needed support to both researchers and practitioners, from primary to higher education, with special attention to both teacher and student learning.

    1. Teacher professional learning through hybrid LS

    Rongjin Huang, Nina Helgevold, Jean Lang and Heng Jiang

    2. Potential of online experience of Lesson Study: Learning from the IMPULS efforts to provide research lesson observation online 

    Akihiko Takahashi, Tad Watanabe, Naoko Matsuda and Toshiakira Fujii

    3. Hybrid cross-cultural lesson study impacts teacher learning 

    Joanna Weaver, Gabriel Matney, Rongjin Huang, Xingfeng Huang, Christine Painter and Joshua Wilson  

    4. What can online lesson study offer?  Findings from an Australian – Japanese collaboration 

    Susie Groves, Toshiakira Fujii, Wanty Widjaja, Keiko Hino, Naoko Matsuda and Felicity Ames

    5. An intercultural blended lesson study for teaching an in-service teacher education course: Collaboration between Singapore and Finland teacher educators

    Heng Jiang, Heidi Layne, and Ria George Kallumkal

    6. Analysing and facilitating collaboration in online lesson study 

    John Paul Mynott and Stephanie O’Reilly

    7. Online lesson study: Solving authentic problems of practice 

    Daisy Sharrock and Catherine Challen

    8. Examining teacher professional learning: Transitions to online lesson study in STEM university contexts

    Juliet Langman, Jorge L. Solís, Janeth Martinez-Cortes, Andrew D. Walton, Lina Martin Corredor, Nguyen Dao, and Hector Castrillón-Costa 

    9. Developing teacher educators’ researcherly disposition through lesson study in a virtual environment 

    Olga Khokhotva and Yelena Marchenko

    10. Teachers’ awareness of classroom interactions in the hybrid distance education through Lesson Study 

    Valeria Andriano and Carola Manolino

    11. Brokering at the boundaries: A critical reflection on leading online lesson study 

    Mairéad Holden

    12. Changes in high school distance education science teachers’ pedagogical content knowledge during remote lesson study

    Patrick R. Wells, Karen Goodnough, Saiqa Azam, and Gerald Galway 

    13. Learning opportunities and problematic issues provided by online lesson study during a pandemic: Insights from WALS 2020 and 2021

    Jean Lang and Nina Helgevold

    14. Lesson study in a time of change: Working towards a new pedagogy in the digital age

    Patrick Camilleri and James Calleja

    15. Conclusion

    Rongjin Huang, Nina Helgevold, Jean Lang and Heng Jiang

    16. Afterword: What to learn from and adopt, and what not-to-forget in the post pandemic world of lesson study and online professional learning

    Peter Dudley


    Rongjin Huang is a Professor of Mathematics Education at Middle Tennessee State University, USA.

    Nina Helgevold is a Professor of Pedagogy in the Department of Teacher Education at the University of Stavanger, Norway.

    Jean Lang is currently completing a PhD in educational research at the University of Exeter, following a long career as an educator. She is also a member of the Executive Committee of WALS and was previously its Honorary General Secretary.

    Heng Jiang is an Associate Professor in Policy, Curriculum, and Leadership at the National Institute of Education, Nanyang Technological University in Singapore.

    The chapters in this book provide informative descriptions of a wide range of lesson studies undertaken during COVID-19 and so in a context of rapidly developing digital and remote connections across participants and cultures. Readers interested in the research and practice of lesson study will find rich and critical reflection on how lesson study programs were adapted, new programs set up, the possibilities these opened up, and in some instances their affordances and constraints relative to face-to-face lesson study. The book is a welcome addition to the extensive literature on cross cultural lesson study, with inspiration and professional wisdom towards innovation and hybridization in a new digital era.

    Jill Alder, Professor of Mathematics Education, School of Education, at the University of the Witwatersrand, South Africa.

    Past President, International Commission on Mathematical Instruction

    Huang, Helgevold, Lang, Jiang and the contributing authors move our field forward from conceptualizing online/hybrid lesson study to highlighting and researching the innovative practices that show promise for LS. The book is helpful for practitioners who want to innovate LS to include digital technology that may afford opportunities for better access and equity for different stakeholders (including, students, teachers, math leaders, and LS facilitators) as well as researchers who want to consider theories and research methodology to propel this research forward. Scaling up and sustaining LS has always been a challenge and the promise of online/hybrid LS provides LS advocates with a lot of lessons learned from the contribution of the many leading LS researchers around the world. 

    Jennifer Suh, Professor of Mathematics Education, Director, Center for Outreach for Mathematics Professional learning/Educational Technology George Mason University, USA.

    Board of Directors of National Council of Teachers of Mathematics, USA