Neuroscience

Pedagogy

Perception

Professional development

Mathematics education

Adaptation (eye)

Psychology

Lesson study

Faculty development

Teacher induction

International Journal of Educational Research

• We examine whether and how teachers embed lesson study in their schools. • Teachers who maintained the script of lesson study often embedded the practice. • Teachers who modified the script discontinued or lethally adjusted lesson study. Professional development practices remain at the forefront of ways to support teacher learning but are difficult to sustain. We investigate whether and how teachers continued to perform the professional development practice of lesson study in their own schools after participating in a cross-school Lesson Study Professional Learning Network for four years. We found different perceptions of the general idea of lesson study. If the general idea was modified, teachers rarely continued to perform lesson study; if they did, they transformed lesson study in such a way that core elements were removed. When teachers maintained the general idea of lesson study they were more likely to continue to perform lesson study in their own school and to consider the practice useful.

Between lethal and local adaptation: Lesson study as an organizational routine