Integrating video analysis to enhance collaborative reflection in lesson study

Abstract

Improper implementation of classroom observation and analysis impairs lesson study (LS) effectiveness. This study explored whether integrating video analysis as a supplement to live observation can improve collaborative reflection in LS. A group of four fourth-grade mathematics teachers successively conducted one traditional LS and one video-based lesson study (VBLS). A comparison of teachers' post-lesson discussions revealed more exploratory talk in the VBLS, as teachers more frequently explained, challenged, and built on others’ ideas. The interview data revealed that teachers benefited from the focused observation of student learning, identification of crucial pedagogical problems, and integrated analysis of teaching in individual video analysis. Furthermore, the implications for enhancing teacher learning in LS were discussed.