Research and practice are often seen as separate entities, however, the notion of teacher as researcher situates the act of teaching as research (Watanabe, 2018). Educators in Japan identify as researchers with contributions to make to the field. Lesson study is one vehicle for their research. The purpose of this paper is to understand whether educators outside Japan are sharing their work resulting from lesson study to impact the field beyond their local context.,Databases were searched to find cases (n=45) of lesson study in K-12 mathematics classrooms in the USA. Descriptions of how lesson study was implemented were coded to determine whether sharing of findings was a part of the lesson study cycle and, if so, to identify the mechanisms for sharing.,In 12 of the 45 cases, there was evidence that the lesson study team shared their findings beyond the team. The modes of sharing included inviting people to the research lesson, distributing the research lesson, presenting at conferences or writing articles.,The cases are limited to published lesson study projects. The end of the lesson study cycle for teams not sharing was not evaluated.,Ways to make sharing results more accessible are discussed.,The originality of this paper is in that it evaluates a large number of documented cases of lesson study to understand if and how teachers are making their professional knowledge gained through lesson study public.

中文翻译：

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课程学习参与者是否分享他们的专业知识？

研究和实践通常被视为独立的实体，然而，教师作为研究人员的概念将教学行为定位为研究（Watanabe，2018）。日本的教育工作者将其视为对该领域做出贡献的研究人员。课程学习是他们研究的一种工具。本文的目的是了解日本以外的教育工作者是否正在分享他们从课程学习中产生的工作，以影响超出当地背景的领域。,搜索数据库以查找 K-12 数学课堂课程学习的案例 (n=45)在美国。对如何实施课程学习的描述进行了编码，以确定共享结果是否是课程学习周期的一部分，如果是，则确定共享机制。在 45 个案例中的 12 个案例中，有证据表明课程研究小组在团队之外分享了他们的发现。分享方式包括邀请人参加研究课、分发研究课、在会议上发表或撰写文章。案例仅限于已发表的课程研究项目。未对不共享团队的课程学习周期结束进行评估。,讨论了使共享结果更易于访问的方法。,本文的原创性在于它评估了大量记录在案的课程学习案例，以了解是否和教师如何公开他们通过课程学习获得的专业知识。这些案例仅限于已发表的课程学习项目。未对不共享团队的课程学习周期结束进行评估。,讨论了使共享结果更易于访问的方法。,本文的独创性在于它评估了大量记录在案的课程学习案例，以了解是否和教师如何公开他们通过课程学习获得的专业知识。这些案例仅限于已发表的课程学习项目。未对不共享团队的课程学习周期结束进行评估。,讨论了使共享结果更易于访问的方法。,本文的独创性在于它评估了大量记录在案的课程学习案例，以了解是否和教师如何公开他们通过课程学习获得的专业知识。