Using a community of practice perspective to analyze MTE learning during lesson study

Purpose This research investigated how lesson study (LS) served as mathematics teacher educators’ (MTEs’) professional development. Using Wenger’s (1998) social theory of learning (STL) framework based on communities of practice (CoP), the authors demonstrate how MTEs’ learning evolved throughout the LS process. Design/methodology/approach The four dimensions of Wenger’s (1998) STL (learning as belonging, learning as experience, learning as doing and learning as becoming) were used to systematically code MTEs’ written reflections across the phases of LS. A Pearson chi-squared test for association was run to determine significant relationships between phases of LS and the dimensions of MTE learning. Findings MTEs’ learning varied across the phases of LS. Learning as belonging was significant in the initial planning and implementation cycle phases. Learning as experience was significant during the initial planning and final reflection phases. Learning as becoming was significant in the implementation cycle phase. Research limitations/implications This study was limited to a group of five early-career MTEs who engaged in a modified LS process, which limits the scope of the findings. Practical implications Understanding how teachers learn through engagement in LS can provide insight into how to impact teacher learning. Originality/value It has been posited that one means of participant learning from LS is through the development of CoP. This paper explicitly considers the role of the evolving CoP by adopting Wenger’s (1998) STL as both theoretical grounding and an analytical approach to studying learning as members of a CoP engage in LS.