Abstract
Kounai-ken (in-school lesson study) provides opportunities for teachers to join a school-wide collaborative inquiry. However, there are only a few studies that have revealed the effect of the fullness of school-based collaborative inquiry on the ability of individual teachers to improve their competence. In this research, we tried to clarify how the context of school research influences learning in lesson studies by interviewing two young teachers for one year. We used the theme analysis to discuss the relation between categories. As a result, though each process of learning had different characteristics, it was observed that their understanding of school research and improvement of their own practical skills were mutually deepened. Our result shows empirically that participating in the school research and the growth of individual teachers can be treated as the two sides of the same coin.
