Purpose

In response to the top-down professional development (PD) practice, this study conceptualizes lesson study (LS) as a bottom-up approach to foreign language teacher PD in the Turkish context. Relatedly, the authors seek to empower teachers so that they can engage in reflexive PD and claim voice over their practices.

Design/methodology/approach

An LS project including four teachers was implemented at a higher education language centre and conducted as a critical ethnographic study. Using ethnographic research qualitative data collection methods such as field notes, interviews and artefacts, the data were analysed with a thematic analytic approach.

Findings

Drawing on cultural-historical activity theory (CHAT), findings revealed that LS was a meta-activity that allowed teachers to be agents of the PD practices. More significantly, LS empowers teachers to have a situated impact on their development activities in addition to the meta-activity's impact on them.

Originality/value

This study is one of the few that goes beyond the reflective value of LS and gives contextual evidence of how reflexive PD can occur in LS. The reflexive relationship between the agent (participant–teachers) and the process (LS practice) provides a strong implication revealing the transformative impact of bottom-up PD activit(ies).

中文翻译：

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反思实践中的反思性专业发展：课程学习可以提供什么

目的

为了响应自上而下的专业发展 (PD) 实践，本研究将课程学习 (LS) 概念化为土耳其语环境中外语教师 PD 自下而上的方法。与此相关的是，作者寻求赋予教师权力，以便他们能够参与反思性 PD 并要求对他们的实践发表意见。

设计/方法/方法

一个包括四名教师的 LS 项目在高等教育语言中心实施，并作为一项重要的民族志研究进行。使用人种学研究定性数据收集方法，如实地记录、访谈和人工制品，以主题分析方法对数据进行分析。

发现

借鉴文化历史活动理论 (CHAT)，研究结果表明，LS 是一种元活动，允许教师成为 PD 实践的代理人。更重要的是，除了元活动对教师的影响之外，LS 还使教师能够对其发展活动产生情境影响。

原创性/价值

这项研究是为数不多的超越 LS 的反射价值的研究之一，并提供了关于反射性 PD 如何在 LS 中发生的背景证据。主体（参与者-教师）和过程（LS 实践）之间的反身关系提供了一个强烈的暗示，揭示了自下而上的 PD 活动的变革性影响。