ABSTRACT

Lesson study (LS) is a collaborative practice of inquiry in which teachers design a lesson plan and work to improve it and its execution after observing its instruction. Originating in Japan, LS is recognised in international research as a useful mechanism for teachers’ training and professional development. However, research reveals that misconceptions arise when LS is adopted outside of Japan, and different authors have called for further theoretical development to increase comprehension of the process. In response, we analyse three LS’ key components (phases, product and teachers’ cooperation) from the perspective of the epistemology of complexity, highlighting the role of emergence, the ecology of action, and joint reflection. We suggest that viewing LS through the lens of complexity can allow teachers to gain a deeper understanding of this practice and to apply it more successfully.

摘要

课外学习（LS）是一种协作式探究实践，其中教师设计课程计划，并在遵守教学计划后努力改进其实施。LS起源于日本，在国际研究中被公认为是教师培训和专业发展的有用机制。但是，研究表明，在日本以外的地方采用LS时会产生误解，并且不同的作者呼吁进一步的理论发展以提高对该过程的理解。作为回应，我们从复杂性的认识论的角度分析了LS的三个关键组成部分（阶段，产品和教师的合作），强调了出现的作用，行动的生态和联合反思。