The purpose of this paper is to show, from a theoretical perspective, how lesson study (LS) can initiate processes that have an effect on most fundamental teachers’ (and teacher–students’) personal beliefs which are the basis of a teacher’ interactions. On the basis of research referring to educational beliefs and good practice, the paper’s approach is to bring underlying beliefs into relation to Pierre Bourdieu’s sociocultural concept of the habitus. Awareness of these unconscious fundamentals is a requirement for improvement. Developing a professional habitus will allow inappropriate beliefs to be changed by informed knowledge. LS can support that.,This is a theoretical paper aiming at illustrating the potential of LS to initiate learning and reflection among teachers, and challenge and ultimately affect deep ranging beliefs. Guided by the idea that beliefs are not only a random collection acquired in a biography, the paper applies the Bourdieuian idea of habitus and field, suggesting habitus as the origin and source of beliefs and, therefore, ultimately of classroom practice. The paper defines LS as a tool in teacher education that has the potential to make teachers change inappropriate concepts by reflecting on their habitus and develop a more professional habitus.,Research agrees that teachers’ decisions and actions are strongly rooted in their unconscious beliefs, which have accumulated during their biographies, especially during their own school days whereas informed knowledge is neglected. The Bourdieuian theory of habitus is a heuristic concept that provides an integrative social perspective on beliefs as both a part and a result of a teacher’s habitus. Reflection on practice and teacher cooperation is essential for teacher learning. LS is an ideal setting providing these essentials, and the paper finds that the negative effects of habitus-rooted unconscious beliefs and practices can be affected by developing awareness through LS.,This paper aims at bringing together Bourdieu’s sociocultural theory of habitus and field, and LS. Inappropriate beliefs guiding practice can hinder informed knowledge on education to be integrated. An analysis of the habitus as the foundation of beliefs can create awareness of the effects resulting from biographical and social sources in both pre- and in-service teacher training. Rather than changing single beliefs, developing a professional habitus allows to integrate informed knowledge and affect a lasting change. The Bourdieuian approach opens up a new perspective of the capacity of LS and makes a relevant contribution in developing a professional habitus.

中文翻译：

---

课堂学习与教师的信念

本文的目的是从理论的角度展示课程学习 (LS) 如何启动对最基本的教师（和教师 - 学生）个人信念产生影响的过程，而这些个人信念是教师互动的基础. 在参考教育信念和良好实践的研究的基础上，本文的方法是将潜在的信念与皮埃尔·布尔迪厄的惯习社会文化概念联系起来。意识到这些无意识的基本原理是改进的必要条件。养成专业习惯将使不适当的信念被知情知识改变。LS 可以支持这一点。这是一篇理论论文，旨在说明 LS 在教师中发起学习和反思、挑战并最终影响深层次信念的潜力。在信念不仅仅是从传记中获得的随机集合的思想的指导下，本文应用了布尔迪厄的惯习和场域思想，将惯习作为信念的起源和来源，因此也是课堂实践的最终来源。该论文将 LS 定义为教师教育中的一种工具，它有可能使教师通过反思他们的习惯来改变不适当的概念，并发展出更专业的习惯。,研究同意教师的决定和行动深深植根于他们的无意识信念，这在他们的传记中积累，特别是在他们自己的学生时代，而知情的知识却被忽视了。布迪厄的惯习理论是一个启发式概念，它提供了一个综合的社会视角，将信念视为教师惯习的一部分和结果。反思实践和教师合作对于教师学习至关重要。LS 是提供这些要素的理想环境，本文发现，通过 LS 发展意识可以影响基于惯习的无意识信念和实践的负面影响。,本文旨在将布迪厄的惯习和场域社会文化理论结合起来，以及LS。指导实践的不当信念可能会阻碍对教育的知情知识的整合。将习惯作为信念的基础进行分析，可以让人们意识到在职前和在职教师培训中的传记和社会来源所产生的影响。与其改变单一的信念，不如养成专业的习惯，可以整合知情知识并影响持久的变化。