The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic stance of noticing (van Es, 2011) and by identifying interactions that may extend or narrow the levels of noticing.,The study has dug deeply into post-lesson discussions in the context of two different LS groups at a Norwegian lower secondary school.,The paper provides empirical insights about crucial elements of teachers’ learning processes pertaining to their professional noticing. Sharing of rich descriptions of evidence of student learning appeared to be a necessary foundation for the deepening of the teacher groups’ analytic approach. The study highlights the importance of teacher groups’ openness and attention to the collected data and a shared willingness to go deep into the interpretations. Interthinking and exploratory talk (Littleton and Mercer, 2013) are emphasised as important social interaction and talk modes to deepen the analytic stance and depth of noticing.,Even though this is a small study, it brings to light important knowledge about how interactions in post-research lesson discussions in LS can influence teachers’ professional noticing.,An implication of the study is to design observation forms that capture student learning as tools for teachers’ professional noticing.,This paper fulfils an identified need to investigate teachers’ learning processes in LS, including how interactions within a teacher group influence noticing.

中文翻译：

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课后研究：课后讨论中的分析立场和注意深度

本文的目的是通过探索注意的深度和分析立场 (van Es, 2011) 并通过识别可能扩展或扩展的交互作用，阐明教师在课程研究 (LS) 的课后讨论中对学生学习的关注。缩小注意水平。,该研究深入挖掘了挪威初中两个不同 LS 小组的课后讨论。,本文提供了有关教师学习过程中与其专业相关的关键要素的实证见解注意到。分享对学生学习证据的丰富描述似乎是深化教师群体分析方法的必要基础。该研究强调了教师团体对收集到的数据的开放性和关注以及深入研究解释的共同意愿的重要性。Interthinking and Exploratory Talk (Littleton and Mercer, 2013) 被强调为重要的社交互动和谈话模式，以加深分析立场和注意深度。尽管这是一项小型研究，但它揭示了关于后期互动如何的重要知识- LS中的研究课讨论会影响教师的专业注意。,该研究的一个含义是设计观察形式，将学生的学习作为教师专业注意的工具。,本文满足了调查教师学习过程的确定需要LS，包括教师小组内的互动如何影响注意。