Abstract
The purpose of this study is to portray the dynamics of an informal lesson study community based on the experiences of teachers who were in involved in the community, and to draw implications for school reform research. We examined an informal community of teachers conducting lesson study to promote elementary school reform, using the framework of seven principles for community development advocated by E. Wenger. As a result, we were first able to describe an approach toward the whole organization by activating the existing connections among teachers, which is different from the conventional school reform approach. In this approach, teachers explored the direction of inquiry by themselves based on their sense of security, and individual learning was realized in the discussion process. Secondly, in the background of the realization of cognitive learning based on the emotions of the teachers, the management of various levels of participation by the coordinator was revealed.
