Becoming a Lesson Study Facilitator: A Case Study
Keywords:
lesson study, professional development, identity, facilitator, ROGI FrameworkAbstract
This article reports on the initial experience of a knowledgeable mathematics teacher, Vanda, as she assumed the role of a novice lesson study facilitator. With two prior experiences of participating in lesson study, Vanda was challenged to facilitate a lesson study with the support of a more experienced facilitator, who worked with her to prepare the sessions. Drawing on a qualitative case study, data collection included participant observation (with audio recordings of preparation and lesson study sessions, logbook and document collection), and audio recorded semi-structured interviews before and after the lesson study. The results show how the dimensions of resources, orientations, goals and identity (ROGI framework) interact in framing Vanda’s decisions, and the complex identity negotiation involved in this transition, as her prior teacher identity both supported and constrained her emerging facilitator identity. Believing that teachers learn from practice, she encouraged exploring simulated classroom scenarios and fostered peer collaboration. Over time, Vanda evolved from a hesitant guide into a confident facilitator, underscoring that facilitation competence is a situated process requiring strong knowledge of lesson study. Her journey also highlights the pivotal role of collaborative planning, and hands-on experience to her development as a lesson study facilitator and the dynamic nature of lesson study, where facilitators continually learn, adapt and grow.
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