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To increase the spread and reuse of lessons learned (LLs), the purpose of this paper is to develop a standardised information structure to facilitate concise capture of the critical elements needed to engage secondary learners and help them apply lessons to their contexts.

Three workshops with industry practitioners, an analysis of over 60 actual lessons from private and public sector organisations and seven practitioner interviews provided evidence of actual practice. Design science was used to develop a repeatable/consistent information model of LL content/structure. Workshop analysis and theory provided the coding template. Situation theory and normative analysis were used to define the knowledge and rule logic to standardise fields.

Comparing evidence from practice against theoretical prescriptions in the literature highlighted important enhancements to the standard LL model. These were a consistent/concise rule and context structure, appropriate emotional language, reuse and control criteria to ensure lessons were transferrable and reusable in new situations.

Findings are based on a limited sample. Long-term benefits of standardisation and use need further research. A larger sample/longitudinal usage study is planned.

The implementation of the LL structure was well-received in one government user site and other industry user sites are pending. Practitioners validated the design logic for improving capture and reuse of lessons to render them easily translatable to a new learner’s context.

The new LL structure is uniquely grounded in user needs, developed from existing best practice and is an original application of normative and situation theory to provide consistent rule logic for context/content structure.

This chapter explores the use of three different approaches to capturing other perspectives in lesson study: lesson artefacts, pupil voice and pupil participatory approaches. Lesson artefacts and pupil voice appear to be the more common, whereas pupil participatory approaches are more recent initiatives in a lesson study context. Observation of pupils provides one perspective, but is limited because, among other things, it does not include the pupils’ perspectives. These approaches, especially when used together in triangulation, can provide a broader and potentially deeper understanding of pupil learning.

This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both collective and individual learning.

The article primarily makes a theoretical contribution. It does, however, draw on, and is informed by, the design of a large-scale study that sought to improve teaching and learning in mathematics with the particular aim of improving grades of post-16 learners in national examinations in England. Lesson Study was central to the designed intervention and such design is explored from the two theoretical perspectives.

Theoretical analysis suggests how the careful design of Lesson Study can facilitate both individual and collective learning in terms of the theories networked here. In particular, it is suggested that supporting collective learning requires careful attention to how “disturbances” in activity systems need to be designed for rather than being left to chance and how architectures that can support individual learning in terms of identity development should pay attention to supporting emerging practices as well as defining what is non-negotiable.

The article takes a novel approach by coordinating and combining two different, and well established, theoretical approaches, which, significantly, are used quite widely in social science research. Together they provide a rich view of learning at both individual and collective levels and suggest ways in which we might better support design for Lesson Study.

Certain researchers have expressed concerns about inequitable discipline representations in an integrated STEM/STEAM (science, technology, engineering, arts and mathematics) unit that may limit what students gain in terms of depth of knowledge and understanding. To address this concern, the authors investigate the stages of integrated teaching units to explore the ways in which STEAM programs can provide students with a deeper learning experience in mathematics. This paper addresses the following question: what learning stages promote a deeper understanding and more meaningful learning experience of mathematics in the context of STEAM education?

The authors carried out a qualitative case study and collected the following data: interviews, lesson observations and analyses of curriculum documents. The authors took a sample of four different STEAM programs in Ontario, Canada: two at nonprofit organizations and two at in-school research sites.

The findings contribute to a curriculum and instructional model which ensures that mathematics curriculum expectations are more explicit and targeted, in both the learning expectations and assessment criteria, and essential to the STEAM learning tasks. The findings have implications for planning and teaching STEAM programs.

The authors derived four stages of the STEAM Maker unit or lesson from the analysis of data collected from the four sites, which the authors present in this paper. These four stages offer a model for a more robust integrated curriculum focusing on a deeper understanding of mathematics curriculum content.

This paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning.

Two parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning.

Findings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches.

The study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context.

This paper aims to explore the extent to which knowledge management practices, that is the process of developing and sharing organisational knowledge, can enhance intellectual capital (IC) in the context of school education.

A mixed-method approach was adopted as the research strategy. A cross-sectional quantitative survey was conducted to collect data from 445 teachers at 13 primary schools in Hong Kong. A structural equation model (SEM) was applied to confirm the predictive effective of knowledge strategies on school IC. Interviews were conducted in a case school to explore the process for capitalising the knowledge by Lesson Study.

The result of the SEM shows that personalisation and codification strategies are predictors of human capital and structural capital at schools. The findings from interviews with the principals and teachers show that personalisation and codification strategies could be put into operation as a Lesson Study to leverage knowledge for school development.

This paper contributes to the management practices of school organisation for enhancing their IC by conducting Lesson Study for the development of their schools effectively.

The purpose of this paper is to explore the way of how teaching in general and teaching of mathematics in particular can be reinvented by drawing on the perspective of pragmatism. Drawing on long‐standing traditions of John Dewey’s “laboratory model” of learning to teach and Charles Peirce’s semiotic view of scientific inquiry, the design of the lesson study can be reframed or extended through the methodological orientation to reinvention.

The theoretical framework of reinvention for lesson study, following a pragmatic approach, might offer a methodological orientation for mathematics teachers to foster increased self‐awareness in improving their own practices. The conceptualisation of such an orientation, which leads to the reinventing of teaching in mathematics classrooms, begins with an examination of two pragmatic theories: Dewey's concept of experience and Peirce's concept of practical belief and judgement. The methodological orientation for reinvention grounded on these concepts will then be outlined and elaborated.

Reinvention is a productive “triad of change” through which new possibilities of facilitating the student's learning can be created. Teachers will experience such change by experimenting with their students. In the context of teaching mathematics, reinventing teaching involves the action of an agent carrying out the conversions of mechanisms which bring forth a change of language, the transformation of gaze, and the moulding (the metamorphosis) of the individual who does the act of teaching.

The paper offers a theoretical framework of reinvention for lesson study through which teachers’ self‐awareness can be enhanced by improving their own practices. Through the undertaking of pedagogical experiments, teachers are becoming more aware of the need to learn from the learners in order to teach more effectively through the reinvention and unlearning of their own teaching.

This chapter seeks to explain how lesson study can contribute to the growth of teacher expertise, enabling the participants to work together to address the complexity of teaching and grow what we call ‘pedagogic literacy’, a holistic but incomplete glimpse of what it means to be a teacher. The model proposed is not complete and cannot be complete given the endless complexity of the classroom. Lesson study, we conclude, is a vehicle for enabling teachers to grow their understanding of teaching and learning, while drawing on a complex web of underpinning interconnected dimensions that teachers develop throughout the varied stages of their careers.