Facilitating teachers’ talk about their understanding, experienced relevance and attitudes toward Lesson Study

Purpose This study explores how Lesson Study (LS) facilitators can support teachers’ talk, within teams of novices, to encourage them to share their understanding of LS, their experienced relevance of what they intend to learn during LS and their attitudes toward LS. For this study, the subject of such talk is “consumption,” a concept linked closely to cultural–historical activity theory. By investigating how often talk about consumption transpires, this study also specifies how facilitators prompt or impede it. Design/methodology/approach A qualitative multiple-case study approach analyzes talk about consumption during the “study,” “plan” and “reflect” phases of LS. Five cross-curricular and facilitated LS teams from one pre-vocational secondary school participated. Findings Relevance, followed by understanding and attitude, was most discussed during the “study” phase of the LS cycle. Talk about consumption rarely occurred during other phases, and it remained superficial. Facilitators took a procedural approach to conducting the LS and lacked focus on teachers’ professional development; they also did not explore teachers’ talk. Practical implications The findings are of particular interest to developers of LS facilitation training; they stress the need for facilitators to discuss the rationale underlying LS and its specific features, to make its relevance explicit to all teachers and discuss teachers’ attitudes toward LS. Originality/value Although LS research recognizes the importance of consumption-related aspects, it has not studied them empirically. This study is among the first to investigate how these topics can be facilitated during LS meetings.