International Journal for Lesson and Learning Studies最新文献

{"title":"Using coaching and mentoring supervision of lesson study to enhance classroom research competencies: a multi-case study","authors":"Thanya Kadroon","doi":"10.1108/ijlls-05-2023-0055","DOIUrl":"https://doi.org/10.1108/ijlls-05-2023-0055","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. The 12 interview results indicated that the six samples' research competencies were improved in these four aspects, namely, data collection and analysis, collaboration, reflection and pedagogical content knowledge.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Mentoring and coaching supervision of Lesson Study holds great potential for collaborative professional development and continuous improvement of mathematics teachers' research competencies.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This article suggests meaningful professional benefits of participation in mentoring and coaching supervision.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"4 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using coaching and mentoring supervision of lesson study to enhance classroom research competencies: a multi-case study","authors":"Thanya Kadroon","doi":"10.1108/ijlls-05-2023-0055","DOIUrl":"https://doi.org/10.1108/ijlls-05-2023-0055","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. The 12 interview results indicated that the six samples' research competencies were improved in these four aspects, namely, data collection and analysis, collaboration, reflection and pedagogical content knowledge.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Mentoring and coaching supervision of Lesson Study holds great potential for collaborative professional development and continuous improvement of mathematics teachers' research competencies.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This article suggests meaningful professional benefits of participation in mentoring and coaching supervision.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"4 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States","authors":"Rongjin Huang, Joanna C. Weaver, Gabriel Matney, Xingfeng Huang, Joshua Wilson, Christine Painter","doi":"10.1108/ijlls-07-2023-0093","DOIUrl":"https://doi.org/10.1108/ijlls-07-2023-0093","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"10 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States","authors":"Rongjin Huang, Joanna C. Weaver, Gabriel Matney, Xingfeng Huang, Joshua Wilson, Christine Painter","doi":"10.1108/ijlls-07-2023-0093","DOIUrl":"https://doi.org/10.1108/ijlls-07-2023-0093","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"10 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Blended learning classroom model: a new extended teaching approach for new normal","authors":"Maitree Inprasitha","doi":"10.1108/ijlls-01-2023-0011","DOIUrl":"https://doi.org/10.1108/ijlls-01-2023-0011","url":null,"abstract":"<h3>Purpose</h3>\u0000<p> The purpose of this research is to explore how and to what extent the Blended Learning Classroom (BLC) model enhances students’ learning experience. The creation of the BLC model was to provide different learning approaches to overcome the challenges in the new normal regarding how we could manage the Thailand Lesson Study Incorporated Open Approach (TLSOA) model to maximize students’ independent learning.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p> The researcher employed a participatory observation research design for 178 participants consisting of directors and teachers from 62 schools using a purposive sampling technique. Data were collected using the stimulated recall technique that allowed the participants to reflect and discuss what was happening while they were applying the BLC model.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p> A total of 84.9 percent of participants agreed and strongly agreed with the benefits of implementing the BLC model. The results revealed that Lesson Study (LS) teams created the problem situations substantially by emphasizing across-subject. The qualitative findings revealed that there are three valuable insights in terms of the strengths, challenges and effectiveness of implementing the BLC model.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p> These discussions are limited to a study representative of 62 out of 274 project schools.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p> The successful implementation of the BLC model requires effective planning, ongoing support for teachers and a suitable infrastructure to ensure access to technology.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p> This research adds new insight to the scarce amount of literature on students’ active, interactive and self-regulated learning in a BL environment.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"190 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exchange on subject pedagogy during lesson study in initial teacher education","authors":"Carien Bakker, Siebrich de Vries, Kees de Glopper","doi":"10.1108/ijlls-04-2023-0034","DOIUrl":"https://doi.org/10.1108/ijlls-04-2023-0034","url":null,"abstract":"<h3>Purpose</h3>\u0000<p> This exploratory study investigates the extent to which lesson study (LS) in initial teacher education (ITE) teams address subject-pedagogical aspects during their conversations and what subject-pedagogical aspects are addressed.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p> The two-case design of the study – one LS team in ITE comprised of an ST and experienced teachers and one comprised of an ST and novice teachers – is aimed to discover similarities and variations in their focus of attention.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p> The conversations of both LS teams were to a large degree about subject-pedagogical aspects. Both teams paid relatively less attention to discussing the themes “subject matter” and “learning objectives” and more to “pupils” learning and “teacher activities.” Concerning the theme of “pupils” learning, the LS team with experienced teachers focused more than the novice LS team on discussing the aspects “pupils” initial situation and “expected learning behavior.” The novice LS team focused more than the experienced team on discussing their observations of individual pupils' thinking.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p> The results indicate that LS in ITE with a mix of ST and experienced teachers can facilitate exchange on subject-pedagogical aspects of the research lesson. This may help develop and deepen the subject-pedagogical knowledge, views and routines of STs. The differences found between the two LS teams provide starting points for differentiation in the support of LS teams in ITE. Follow-up research could focus on the questions of whether and how LS teams in ITE bring more coherence to their attention for subject-pedagogical aspects of the lesson.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Blended learning classroom model: a new extended teaching approach for new normal","authors":"Maitree Inprasitha","doi":"10.1108/ijlls-01-2023-0011","DOIUrl":"https://doi.org/10.1108/ijlls-01-2023-0011","url":null,"abstract":"<h3>Purpose</h3>\u0000<p> The purpose of this research is to explore how and to what extent the Blended Learning Classroom (BLC) model enhances students’ learning experience. The creation of the BLC model was to provide different learning approaches to overcome the challenges in the new normal regarding how we could manage the Thailand Lesson Study Incorporated Open Approach (TLSOA) model to maximize students’ independent learning.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p> The researcher employed a participatory observation research design for 178 participants consisting of directors and teachers from 62 schools using a purposive sampling technique. Data were collected using the stimulated recall technique that allowed the participants to reflect and discuss what was happening while they were applying the BLC model.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p> A total of 84.9 percent of participants agreed and strongly agreed with the benefits of implementing the BLC model. The results revealed that Lesson Study (LS) teams created the problem situations substantially by emphasizing across-subject. The qualitative findings revealed that there are three valuable insights in terms of the strengths, challenges and effectiveness of implementing the BLC model.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p> These discussions are limited to a study representative of 62 out of 274 project schools.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p> The successful implementation of the BLC model requires effective planning, ongoing support for teachers and a suitable infrastructure to ensure access to technology.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p> This research adds new insight to the scarce amount of literature on students’ active, interactive and self-regulated learning in a BL environment.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"190 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exchange on subject pedagogy during lesson study in initial teacher education","authors":"Carien Bakker, Siebrich de Vries, Kees de Glopper","doi":"10.1108/ijlls-04-2023-0034","DOIUrl":"https://doi.org/10.1108/ijlls-04-2023-0034","url":null,"abstract":"<h3>Purpose</h3>\u0000<p> This exploratory study investigates the extent to which lesson study (LS) in initial teacher education (ITE) teams address subject-pedagogical aspects during their conversations and what subject-pedagogical aspects are addressed.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p> The two-case design of the study – one LS team in ITE comprised of an ST and experienced teachers and one comprised of an ST and novice teachers – is aimed to discover similarities and variations in their focus of attention.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p> The conversations of both LS teams were to a large degree about subject-pedagogical aspects. Both teams paid relatively less attention to discussing the themes “subject matter” and “learning objectives” and more to “pupils” learning and “teacher activities.” Concerning the theme of “pupils” learning, the LS team with experienced teachers focused more than the novice LS team on discussing the aspects “pupils” initial situation and “expected learning behavior.” The novice LS team focused more than the experienced team on discussing their observations of individual pupils' thinking.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p> The results indicate that LS in ITE with a mix of ST and experienced teachers can facilitate exchange on subject-pedagogical aspects of the research lesson. This may help develop and deepen the subject-pedagogical knowledge, views and routines of STs. The differences found between the two LS teams provide starting points for differentiation in the support of LS teams in ITE. Follow-up research could focus on the questions of whether and how LS teams in ITE bring more coherence to their attention for subject-pedagogical aspects of the lesson.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher educator learning to implement equitable mathematics teaching using technology through lesson study","authors":"Rongjin Huang, Christopher T. Bonnesen, Amanda Lake Heath, Jennifer M. Suh","doi":"10.1108/ijlls-05-2023-0049","DOIUrl":"https://doi.org/10.1108/ijlls-05-2023-0049","url":null,"abstract":"Purpose This paper examines how mathematics teacher educators (MTEs) learn to enact equitable mathematics instruction using technology through lesson study (LS). Design/methodology/approach A LS team with three MTEs conducted three iterations of LS on teaching the Pythagorean Theorem in an in-person, technology-mediated environment. Many forms of data were collected: Desmos activities, videos of research lessons (RLs), videos of MTE RL debriefings, artifacts of student learning in the Desmos Dashboard, and MTEs' written self-reflection. The authors investigate the teacher educators' learning through LS by analyzing the MTE debriefings of the RLs using Bannister’s (2015) framework for teacher learning in communities of practice. Findings The MTEs learned to enact equitable mathematics instruction using technology through addressing emerging issues related to intellectual authority and use of student thinking. Throughout the LS, the MTEs sought ways of promoting students' mathematical authority and using student thinking through features of the Desmos platform. Research limitations/implications This study focuses on MTEs' learning without examining participating preservice teachers' learning. It demonstrates the benefits of LS for MTEs' professional learning. Practical implications This study showcases how a research-based Desmos activity is used and refined to promote MTE learning how to implement equitable mathematics instruction. Originality/value The study contributes to better understanding of how LS could be used to develop MTEs' professional learning. Moreover, the dual process of participation and reification was concretized through diagnostic and prognostic frames in the LS context, which enriches the concept of community of practice.","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"4 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136229261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An early childhood teacher experience in lesson study: the case of Sara","authors":"Maria Gorete Ramos Fonseca, João Pedro da Ponte","doi":"10.1108/ijlls-05-2023-0064","DOIUrl":"https://doi.org/10.1108/ijlls-05-2023-0064","url":null,"abstract":"Purpose This research aims to understand the learning with regard to didactic knowledge of an early childhood teacher who participated in a Lesson Study (LS) on the topic of patterns, as well as her perspective about LS as a teacher education process. Design/methodology/approach This is a qualitative case study of an early childhood teacher who participated in a LS alongside three other colleagues and a facilitator. Data collection was made by participant observation with elaboration of a research journal, audio recording of sessions and a collective interview. Data analysis was made by content analysis based on the conceptual framework. Findings This case study shows that early childhood teachers may become aware of the importance of working with their children mathematical ideas. It also shows that they may develop their didactic knowledge in several dimensions such as school mathematics, curriculum, children and their learning, and teaching practice and that they may appreciate LS as a means of professional development. Originality/value This study shows the potential of LS for the professional development of early childhood teachers, a scarcely researched area. It also shows that their learning may include dimensions related to specific curricular areas such as mathematics.","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135944650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}