About this Research Topic
Since Stigler and Hiebert’s seminal book, The Teaching Gap, was published in 1999, it has been cited over 7000 times and continues to be the most cited source when arguing for the importance of implementing lesson study for teacher learning. Lesson study originated in Japan and emphasizes teachers’ collaborative and reflexive work by focusing on students’ learning. This professional development process has spread all over the world and shows significant potentialities in the development of teachers’ knowledge (Coenders & Verhoef, 2019; Gomes et al., 2022) and improving teaching practice (Helgevold & Wilkins, 2019; Ponte et al., 2018).
Although there are many investigations on lesson and learning study in different countries (e.g., Arzarello et al., 2022; Clivaz & Miyakawa, 2020; Groves et al., 2016; Huang & Shimizu, 2016), the adoption of this professional development process is different from the ways it is experienced in Japan. These interpretations have been criticized for over-simplifying and generally limiting lesson study’s potential for collaborative teacher learning (Fujii, 2018; Capone et al., 2023). As we approach the 25th anniversary of the book, this Research Topic explores what we have learned and are learning about lesson study around the world. We hope to highlight strong contributions to lesson study in science, technology, engineering and mathematics (STEM).
This Research Topic welcomes articles from various contexts that demonstrate critical and effective approaches, strategies, or implementations of initial and continuing teacher education through lesson study. Education research authors are invited to submit theoretical, methodological, and empirical studies. In this special issue, we aim to collect a series of high-quality, global studies on lesson study in STEM education and teacher learning, as well as innovations in the teaching and learning of STEM subjects.
There are no methodological restrictions, but this article collection aims to foster multi-disciplinary research and development through contributions that are empirically grounded. Literature review studies and all articles typically accepted by Frontiers in Education, are welcome. All research methods will be considered, including quantitative, qualitative, and mixed-methods research.
Contributions may include (but are not limited to) the following themes:
● Lesson Study and teaching practice for teacher professional development;
● Lesson Study in initial teacher education;
● Role of the facilitators/teacher educators in Lesson Study;
● Researcher/teacher-educator/teacher collaboration relationship;
● Particularities of Lesson Study as organizational and cultural contexts, affective and emotional issues, teacher’s identity, etc;
● Lesson Study: contexts, forms and outcomes;
● Lesson Study and theoretical perspectives on studying mathematics and/or science teacher professional development;
● Students’ learning through Lesson Study;
● Tools and resources used/designed for Lesson Study;
● Lesson Study and implications in the innovations of STEM education;
● Interdisciplinary approaches in Mathematics and Science education;
● Digital technologies, online learning and Lesson Study.
Although there are many investigations on lesson and learning study in different countries (e.g., Arzarello et al., 2022; Clivaz & Miyakawa, 2020; Groves et al., 2016; Huang & Shimizu, 2016), the adoption of this professional development process is different from the ways it is experienced in Japan. These interpretations have been criticized for over-simplifying and generally limiting lesson study’s potential for collaborative teacher learning (Fujii, 2018; Capone et al., 2023). As we approach the 25th anniversary of the book, this Research Topic explores what we have learned and are learning about lesson study around the world. We hope to highlight strong contributions to lesson study in science, technology, engineering and mathematics (STEM).
This Research Topic welcomes articles from various contexts that demonstrate critical and effective approaches, strategies, or implementations of initial and continuing teacher education through lesson study. Education research authors are invited to submit theoretical, methodological, and empirical studies. In this special issue, we aim to collect a series of high-quality, global studies on lesson study in STEM education and teacher learning, as well as innovations in the teaching and learning of STEM subjects.
There are no methodological restrictions, but this article collection aims to foster multi-disciplinary research and development through contributions that are empirically grounded. Literature review studies and all articles typically accepted by Frontiers in Education, are welcome. All research methods will be considered, including quantitative, qualitative, and mixed-methods research.
Contributions may include (but are not limited to) the following themes:
● Lesson Study and teaching practice for teacher professional development;
● Lesson Study in initial teacher education;
● Role of the facilitators/teacher educators in Lesson Study;
● Researcher/teacher-educator/teacher collaboration relationship;
● Particularities of Lesson Study as organizational and cultural contexts, affective and emotional issues, teacher’s identity, etc;
● Lesson Study: contexts, forms and outcomes;
● Lesson Study and theoretical perspectives on studying mathematics and/or science teacher professional development;
● Students’ learning through Lesson Study;
● Tools and resources used/designed for Lesson Study;
● Lesson Study and implications in the innovations of STEM education;
● Interdisciplinary approaches in Mathematics and Science education;
● Digital technologies, online learning and Lesson Study.
Keywords: Lesson Study, Learning Study, STEM, Teacher Professional Development, Teacher Learning
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
