The relation between the activity system and teachers’ learning in lesson study

From J. Spillane’s perspectives of “organizational routine”

Abstract

 The purpose of this paper is to identify the sustainable development process of lesson study, and the relationship between the process and teachers’ learning in lesson study.  To that end, the author conducted interview surveys for teachers of the research team and followers’ teachers, and integrated the experiences of each teacher in lesson study at the same time.  Then, the author analyzed these data by using the “ostensive” and “performative” aspects of the “organizational routine” concept by Spillane.

 As a result, the following three points are shown.  First, the author is able to draw the process of redesigning the organizational routine that research team can embed tools and tasks to recognize differences between ostensive and performative aspects in an organizational routine, and the teachers of the research team exercised various leadership to reduce differences depending on positions and roles.  Second, it is revealed that teachers are conducting “learning on how to teachers learn” by planning and managing an organizational routine and executing a task in lesson study.  Finally, it becomes clear that teachers’ learning is done by tools embedded in the organizational routine being produced in the course of practice.  Since the research team redesigns the organizational routine by analyzing the tool, it can be said that the organizational routine planned and operated by the research team and teachers’ learning are in a mutual relationship.