The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher educators’ (TEs’) understanding of planning for LS.,This study is a part of a wider ongoing project designed to improve the quality and capacity of mathematics teacher education in Malawi. One of its components is professional development of all mathematics TEs in Malawi using an LS model. The units being analyzed comprise of the TEs’ written lesson plans and qualitative content analysis is the chosen analytical approach.,Based on the analyzed research lesson plans, the TEs have difficulty in focusing on their own learning parallel to the student teachers’ (STs’) learning, and struggle with predicting STs’ responses to tasks. In addition, there is a pervasive lack of emphasis on planned and focused observation of STs’ learning, as evidenced by a review of the research lesson plans.,This is a small-scale study due to LS being introduced to Malawi teacher education for the first time and the need to test before possible upscaling.,The paper includes a description of mathematics TEs’ understanding of LS in an African context, which can be a valuable information for TEs who are attempting to use LS.,This paper fulfills an identified need to learn more about TEs’ understanding of LS worldwide.

中文翻译：

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马拉维数学教师教育者对课程学习的理解

本文的目的是通过研究数学教师教育者 (TE) 对 LS 规划的理解，更好地了解将课程研究 (LS) 引入马拉维教师教育所涉及的挑战。旨在提高马拉维数学教师教育质量和能力的项目。其组成部分之一是使用 LS 模型在马拉维对所有数学 TE 进行专业发展。所分析的单元包括 TE 的书面教案，而定性内容分析是选择的分析方法。,基于分析的研究教案，TE 难以将自己的学习重点放在与学生教师 (STs' ) 学习，并努力预测 ST 对任务的反应。此外，