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This study aims to consider how lesson study (LS) supports international graduate assistants (IGAs) teaching in settings that are culturally different from their own prior experiences as learners.

The authors used a single-case design to understand LS, including two IGAs and a domestic GA teaching at a US university. Data sources include audio recordings and field notes from LS sessions and lesson observations, data collected from online interactions, and individual interviews.

Qualitative analysis indicates IGAs felt their instruction improved as a result of participation, and they incorporated instructional practices aligned with norms in their new context. Through practical work with a narrow focus, IGAs collaborated with one another and with a more-experienced other. This created a context that reduced IGAs' cognitive dissonance, resulting in transformative teacher learning.

The findings suggest LS might provide supports for transformative learning for IGAs and other teachers, especially when they experience cognitive dissonance, such as that caused by culturally different classroom expectations.

This paper speaks to the identified need for supporting IGAs' understanding of values and norms undergirding pedagogy in their new contexts.