The purpose of this paper is to comprehensively explore the current situation of lesson study (LS) implementation and practice among Mathematics Teacher Educators (MTEs) in Teacher Training Colleges (TTCs) across the country in Laos. Moreover, the study investigates MTEs’ professional learning through LS experience, the difficulties they encountered during practicing LS and their urgent needs to deepen their comprehension in the context of LS.,Data were collected through semi-structured interview with 45 MTEs from 7 TTCs in February/March 2018 (seven weeks). The study also collected 14 LS reports, 7 LS posters from the respondents and observed one cycle of LS practice in 2 TTCs. The data were systematically analyzed using inductive category formation through the procedure of transcribing and reading the transcription, thematic coding and categorizing and interpreting the meaning of thematic ideas (Mayring, 2015; Merriam, 2009). Licensed software MAXQDA 10 was used for this qualitative study.,The study argued based on LS practice in LS model 1 and model 2. MTEs that followed LS model 1 practiced LS in a superficial aspect and quantitatively relied upon the results from the checklists. They majorly satisfied the immediate measurement of teacher teaching’s behavior and student learning’s behavior. Frequently, time constraints, writing LS reports and collaboration were the great challenges. In contrast, MTEs that followed LS model 2 practiced LS in order to deepen understanding of students’ mathematical thinking. Although LS helped them by adjusting appropriate learning task, they encountered difficulty to innovate it effectively. LS also helped them in offering students’ autonomy to explore mathematical ideas, but they failed to understand the values of utilizing students’ mathematical ideas.,The findings from this study are beneficial for LS practice in the country and similar LS initiatives to find a measure to enhance the effectiveness of LS in schools and TTCs. The study suggested providing clear details of each step, the essential aspect and the core concept of LS to MTEs for successful transposition of LS to a non-Japanese context. Providing LS advisors who have had great experience in conducting LS not just high teaching or working experience only is highly recommended. This study has a limitation in observing LS practices from all seven TTCs.,Ministry of Education and Sports (MoES) recognizes the significance of implementing LS in TTCs to enhance the quality of teaching-learning, though the progress of LS in those TTCs has not yet been addressed. Current situation of LS revealed in this study is valuable for similar initiatives, MoES and Japan International Cooperation Agency to make an effort in order to move LS forward.

中文翻译：

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通过老挝数学教师教育者对需求、学习和困难的看法，探索课堂学习的影响

本文的目的是全面探讨老挝全国教师培训学院（TTC）数学教师教育者（MTE）在课堂学习（LS）实施和实践的现状。此外，该研究调查了 MTE 通过 LS 经历的专业学习、他们在实践 LS 过程中遇到的困难以及他们在 LS 背景下加深理解的迫切需要。,数据是通过对来自 7 个 TTC 的 45 名 MTE 的半结构化访谈收集的。 2018 年 2 月/3 月（七个星期）。该研究还收集了 14 份 LS 报告、7 份来自受访者的 LS 海报，并在 2 个 TTC 中观察了一个 LS 实践周期。通过转录和阅读转录的过程，使用归纳类别形成系统地分析数据，主题编码以及对主题概念的含义进行分类和解释（Mayring，2015 年；Merriam，2009 年）。许可软件 MAXQDA 10 用于本定性研究。该研究基于 LS 模型 1 和模型 2 中的 LS 实践进行论证。遵循 LS 模型 1 的 MTE 在表面上实践 LS，并在数量上依赖于检查表的结果。他们主要满足对教师教学行为和学生学习行为的即时测量。通常，时间限制、撰写 LS 报告和协作是巨大的挑战。相比之下，遵循 LS 模型 2 的 MTE 则练习 LS，以加深对学生数学思维的理解。虽然 LS 帮助他们调整了适当的学习任务，但他们在有效创新时遇到了困难。LS也帮助他们让学生自主探索数学思想，但他们未能理解利用学生数学思想的价值。,本研究的结果有利于LS在国内的实践以及类似的LS倡议寻找衡量标准提高 LS 在学校和 TTC 中的有效性。该研究建议提供每个步骤的清晰细节、基本方面和 LS 到 MTE 的核心概念，以便将 LS 成功转换到非日语环境。强烈建议提供在实施 LS 方面具有丰富经验的 LS 顾问，而不仅仅是高水平的教学或工作经验。这项研究在观察所有七个 TTC 的 LS 实践方面存在局限性。教育和体育部 (MoES) 认识到在 TTC 中实施 LS 以提高教学质量的重要性，尽管 LS 在这些 TTC 中的进展尚未得到解决。本研究中揭示的 LS 现状对于类似举措、教育部和日本国际协力机构为推动 LS 做出努力是有价值的。