Abstract
The purpose of this research is to investigate how novice teachers learn through in-house lesson study, referring to the concept of "cognitive apprenticeship", and to evaluate its effectiveness as novice teacher education. Although in-house lesson study has been recently attracting many researchers and practitioners, almost no research has conducted a longitudinal study to find out how novice teachers develop their knowledge and thinking styles through this learning system. Considering these situations, this research designed an approximately two-year long study. The following results were obtained; 1) The novice teacher in this study gradually adopted the similar discourse style as her senior expert teacher, which implied the novice was acquiring the professional vision of classroom observation; 2) The novice learned not only positive aspects of the senior, but also the negative ones; 3) The reciprocal leaning relationship was found between the novice and the expert, which prompted both teachers to reflect class-cases in far more deliberate way.
