Using a non-coercive process to engage mathematics teachers in lesson study

Abstract

Purpose

While lesson study may be powerful, it may also be either misguided or superficial. Further, cultural change is difficult and norms such as teacher isolation and autonomy are well entrenched. These concerns point to the need for a non-coercive process that has a positive focus, is essentially self-organizing, encourages deep reflection, and avoids the pitfalls of manipulation by school administrators and or knowledgeable others. The paper aims to discuss these issues.

Design/methodology/approach

Using a qualitative case study framed by an appreciative inquiry (AI) theoretical research perspective, the author documents the experience of teachers who worked through a complete lesson study cycle with tenth-grade Mathematics in the Philippines, systematically reconstructed from field texts and deliberate co-construction techniques.

Findings

AI can provide the inclusive collaborative relationship for lesson study to be non-coercive because it takes into account the teachers’ voices, provides a relational space for interactions, offers opportunities for meaningful dialogue, empowers teachers to take action, and manages cultural differences, which avoid the dangers of contrived collaboration that are used to manipulate and control teachers. Thus, many of the benefits of lesson study were achieved through deepened relationships and more collegial atmosphere in the schools.

Research limitations/implications

The study was conducted in a public high school participated by three mathematics teachers teaching grade 10. This paper limits only to social interactions and dynamics that emerged when the lesson study was first introduced in a particular school. As its limitation, it did not include revisions of the lesson developed, because this study concerned only on describing the process to engage mathematics teachers in lesson study.

Social implications

This paper poses that more attention needs to be given to the key issues related to social interactions and group dynamics that emerge when lesson study is introduced to existing school cultures and stakeholder relationships.

Originality/value

This first-hand account of using AI as a non-coercive process for teachers to change their practice to collaborate through lesson study hopes to prompt a conversation about the role of culture for lesson study to be successful in schools.

Citation

Canonigo, A.M. (2016), "Using a non-coercive process to engage mathematics teachers in lesson study", International Journal for Lesson and Learning Studies, Vol. 5 No. 4, pp. 329-347. https://doi.org/10.1108/IJLLS-02-2016-0004