Purpose The purpose of this paper is twofold: first, to investigate the learning of individual teachers participating in lesson study collaboration by adapting a participatory framework about teacher learning; and second, to investigate the potential of this framework compared with other approaches used in lesson study research. Design/methodology/approach The authors use collective case studies. By being participant observers the authors provide detailed descriptions of two selected teachers’ lived experiences of lesson study collaboration. In addition to gain first-hand insights, the authors conducted interviews before, between and after two rounds of lesson studies, and recorded the various lesson study activities. Findings This paper provides empirical insights into the complexity of teacher learning. By using the participatory framework, the authors identify significant shifts in the participation of each of the two teachers during a two-year lesson study project. By comparing these shifts the authors identify significant conditions for their individual learning. Research limitations/implications Although the study is small scale, both the insights into the different ways in which teachers participated and the theoretical insights might be valuable for other lesson study research approaches. Practical implications This paper provides valuable insights into conditions that might influence teachers’ participation in lesson study activities, especially in cultures with little experience of lesson study. Originality/value This paper fulfils a need to investigate individual teachers’ learning in lesson study collaborations. It also contributes to deeper theoretical understandings of teacher learning which have been called for in recent lesson study research.

中文翻译：

---

课堂学习合作中的个别教师

目的 本文的目的有两个：首先，通过调整有关教师学习的参与式框架，调查参与课程学习合作的个别教师的学习情况；其次，与课程研究研究中使用的其他方法相比，研究该框架的潜力。设计/方法/途径 作者使用集体案例研究。作为参与者观察者，作者详细描述了两位选定教师在课堂学习合作中的生活经历。除了获得第一手的见解，作者还进行了两轮课前、课间和课后的访谈，并记录了各种课课活动。发现 本文提供了对教师学习复杂性的实证见解。通过使用参与式框架，作者指出，在为期两年的课程研究项目中，两位教师的参与度发生了重大变化。通过比较这些转变，作者确定了他们个人学习的重要条件。研究局限性/影响 尽管该研究规模较小，但对教师参与的不同方式的见解和理论见解可能对其他课程研究研究方法很有价值。实际意义 本文就可能影响教师参与课堂学习活动的条件提供了宝贵的见解，尤其是在缺乏课堂学习经验的文化中。原创性/价值 本文满足了调查个别教师在合作学习中的学习情况的需要。