Understanding identity development of novice EFL teachers in lesson studies: a complex dynamic systems perspective

Purpose Although there is a growing body of research highlighting the significance of Lesson Study (LS) activities on teacher professional development, studies on teachers’ experience in LS activities remain limited, and the impact of such experience on their professional identities is not clear. To address this gap, this article adopted the Dynamic Systems Model of Role Identity (DSMRI) as a theoretical framework to examine the development of five novice Chinese EFL teachers’ role identities during their participation in LS. Design/methodology/approach This research employed a qualitative methodology. Semi-structured interviews were carried out with five participants, concentrating on their experiences in LS and their perceptions of their role identities during LS activities. A thematic analysis was performed to identify themes related to the development of the participants’ role identities. Findings This study found that five novice EFL teachers’ experience, changes in their role identities content, structure and process in LS were framed by their initial identities, which further contributed to their new identities' development. Throughout this process, various contextual factors promoted or impeded changes in the alignment, and tensions within and between the role identities of these novice EFL teachers. Research limitations/implications First, as with most qualitative research, the findings have limited generalizability. To address this, future research could include a larger and more diverse sample of novice EFL teachers across various LS settings. Second, since the study primarily relied on retrospective interviews, there is a possibility that participants may have misinterpreted or misremembered their experiences. To mitigate this, future studies could utilize data triangulation and conduct longitudinal research to track teachers’ experiences over time. These approaches would offer a more comprehensive understanding of novice EFL teachers’ experiences and identity development in different types of LS. Practical implications For the successful design and implementation of LS initiatives, this study indicates that it is crucial for school leaders and LS policymakers to consider teachers’ personal histories and contextual factors related to LS. Specifically, when designing LS for novice EFL teachers, school leaders and LS policymakers must prioritize the needs and preferences of novice teachers and address potential barriers such as native speaker norms, rigid teaching schedules and heavy teaching load. Besides, more collaborative reflection and dialogue activities should be integrated in LS to facilitate teachers’ learning in LS as a social identity construction practice. Originality/value The originality of this study resides in its examination of the experiences of novice EFL teachers in LS and how these experiences influence their professional identities. By investigating these aspects, the study fills existing gaps in understanding EFL teachers’ learning in LS from an identity lens and offers valuable insights for schools on how to enforce more effective LS practices.