ABSTRACT
The concluding chapter explores the relationship between visible features of lesson study and its underlying capacity to support growth in five key domains: teachers’ knowledge, beliefs, practice, agency and collegial social capital. A graphic likens lesson study to a natural environment where geographical features interact in complex ways to shape growth. The chapter argues that the various lesson study features discussed in this volume need to be considered in light of their purpose – the underlying growth they are designed to promote – and in light of other environment features, such as the maturity of the lesson study group. For example, a feature that promotes important growth in a novice group might be ineffective in an experienced group. It is argued that underlying purposes of lesson study, such as building teachers’ agency and knowledge, sometimes compete. Reflection questions help teams consider (1) their effectiveness in promoting growth in the five domains (knowledge, beliefs, practice, agency, collegial social capital) and (2) adding features that might support growth. Self-determination theory provides a theoretical lens, and the chapter closes with a brief profile of a California school-wide lesson study site that achieves powerful changes in instruction fuelled by teachers’ growth in competence, agency and colleagueship.
