Purpose

The research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.

Design/methodology/approach

This paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.

Findings

Notwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.

Practical implications

Disruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.

Originality/value

Intentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

中文翻译：

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特殊时期的教师学习：转向数字化的课程学习方法

目的

本文所报道的研究提出了三位教师在不同学校工作的经验。这些老师通过马耳他大学开设的课程学习了课程学习，与此同时，还与学校的同事一起进行了课程学习。随着COVID-19的爆发，这些教师不得不采用一种专门的在线方法来接纳和适应他们的课程学习。因此，本文着重于教师在网上转移课程学习的学习情况。

设计/方法/方法

本文提供了一个案例研究，深入研究了这些教师在转向独家在线课程学习情况时所表现出的经验和知觉见解。数据收集来自焦点小组讨论，教师反思性录入以及记录课程学习过程和经验的详细报告。利用技术框架作为理论视角，采用描述-分析-解释方法来分析和解释受访者在本堂课学习过程中所揭示的反射和扎根的经验性感受。

发现

尽管教师最初意识到自己会迷失方向，也没有准备将课程学习迁移到专有的在线方式的准备，但他们最终还是意识到，数字化协作实践可以增强对课程学习过程的自我反省。因此，本研究中教师所经历的特殊情况不仅破坏了他们的作案手法，而且使他们能够发现在课堂学习中学习数字技术使用的新机会。

实际影响

不可预见的情况造成的干扰使教师和专业发展促进者脱离了他们的舒适区，总是帮助他们摆脱局限，重新思考课程学习的习惯。

创意/价值

故意造成的干扰促使教师通过开箱即用的思维来解决自己不满意的情况，最终帮助他们改善专业实践。