The purpose of this paper is to report the findings from a case study of an action research project in the context of a secondary school in Kazakhstan where, for the first time in their teaching practice, three English as a Foreign Language teachers introduced student voice (Flutter and Rudduck, 2004) into their practice within the Lesson Study (LS) framework. The research aimed at conceptualizing Student Voice Space in LS as one of the valuable factors capable of triggering situations of disjuncture (disorienting dilemma, disruption) for teachers which could potentially lead to teacher’s transformative learning, educational beliefs change and improved practice.,The study adopts the qualitative research design and follows narrative inquiry methodology (Lyons and LaBoskey, 2002) with a series of narrative interviews (Bauer, 1996) as the main method of data collection within a single case study (Bassey, 1999) of an action research project. The data were analyzed as text following a general inductive approach (Thomas, 2003) where emerging themes were identified by means of data reduction.,The findings suggest that listening to student voice triggers teachers’ going through certain stages of Mezirow’s transformative learning theory including critical assessment of own assumptions, testing new options for behavior and reflecting critically on the teaching practice. Therefore, the authors suggest that Student Voice Space in LS is one of the important factors capable of triggering the teacher’s transformative learning. Moreover, it has an enormous potential not only to bring about positive changes in teachers’ practice but also challenge the ossified teachers’ educational beliefs, and thus, potentially, pave the way for a gradual change from “inappropriate beliefs” (Mayrhofer, 2019), or subconscious assumptions that lie in the core of teachers’ folk pedagogies (Torff, 1999), or taken-for-granted frames of reference (Mezirow, 2000) into true, justified or informed educational beliefs.,Further analysis of teachers’ narratives is required to elicit and categorize reported changes (shifts, transformations) concerning specific teachers’ educational beliefs, and draw a more clear line between student voice and its impact on the research lesson planning and its modification in LS. Finally, a supplementary study utilizing classroom observation methods is needed to explore if student voice intervention results in tangible (actual) changes in teachers’ classroom practice and educational beliefs, rather than potential transformations that are mainly reported in this study.,Carried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of theoretical lenses, the research contributes to the academic literature aiming at illuminating “the black box of teachers’ learning” in Lesson Study (in Widjaja et al., 2017, p.358) since it is one of the rare studies attempting to connect teacher learning, student voice and Lesson Study (Warwick et al., 2019). Additionally, approaching teacher learning in Lesson Study from the transformative learning perspective combined with the literature on teachers’ educational beliefs and student voice, this study contributes to the further development of a shared vocabulary for discussing teacher learning in Lesson Study.

中文翻译：

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作为 EFL 教师学习空间的课堂学习中的学生声音：哈萨克斯坦的案例研究

本文的目的是报告在哈萨克斯坦一所中学背景下的一个行动研究项目的案例研究的结果，在他们的教学实践中，三位英语作为外语教师首次引入了学生的声音（ Flutter 和 Rudduck，2004 年）进入他们在课程研究 (LS) 框架内的实践。该研究旨在将 LS 中的学生语音空间概念化为能够引发教师脱节（迷失方向的困境，中断）情况的有价值因素之一，这可能会导致教师的变革性学习、教育信念的改变和改进的实践。,该研究采用定性研究设计并遵循叙事探究方法（Lyons 和 LaBoskey，2002 年）以及一系列叙事访谈（Bauer，1996）作为行动研究项目的单个案例研究（Bassey，1999）中数据收集的主要方法。按照一般归纳方法 (Thomas, 2003) 将数据作为文本进行分析，其中通过数据简化确定新兴主题。研究结果表明，倾听学生的声音会触发教师经历 Mezirow 变革性学习理论的某些阶段，包括批判性评估自己的假设，测试新的行为选择并批判性地反思教学实践。因此，作者认为 LS 中的学生语音空间是能够触发教师变革性学习的重要因素之一。而且，它具有巨大的潜力，不仅可以为教师的实践带来积极的变化，还可以挑战僵化的教师教育信念，从而为逐步改变“不适当的信念”铺平道路（Mayrhofer，2019），或教师民间教学法核心中的潜意识假设 (Torff, 1999) 或理所当然的参考框架 (Mezirow, 2000) 转化为真实、合理或知情的教育信念。, 需要对教师的叙述进行进一步分析引出和分类报告的关于特定教师教育信念的变化（转变、转变），并在学生声音与其对研究课程计划的影响及其在 LS 中的修改之间划清界限。最后，需要利用课堂观察方法进行补充研究，以探讨学生语音干预是否会导致教师课堂实践和教育信念的切实（实际）变化，而不是本研究中主要报道的潜在转变。借助哈萨克斯坦规模化改革（Wilson et al., 2013）的学术文献语境，在理论视角的原始组合基础上，该研究为旨在阐明“教师学习黑匣子”的学术文献做出了贡献。课程研究（在 Widjaja 等人，2017 年，第 358 页），因为它是尝试将教师学习、学生声音和课程研究联系起来的罕见研究之一（Warwick 等人，2019 年）。此外，