From defining as assertion to defining as explaining meaning: teachers' learning through theory-informed lesson study

Abstract

Purpose The aim is the introduction of lesson study (LS) in geometry in Malawi secondary schools supported by a teaching framework that includes a focus on language responsive teaching. Design/methodology/approach The study reports an LS on geometry for professional development (PD) of secondary teachers. Data analysed includes lesson plans, transcripts of lessons, reflective discussions. The analytical approach is qualitative content analysis. Findings Teachers' lexicalisation of an exterior angle of a triangle evolved as a function of a teaching framework that guided their participation in planning, teaching and reflecting through LS cycle, and that was derived from networking between theories. Research limitations/implications This is both a small-scale study, and a limited content focus in the lesson, a function of LS being a new practice, and teachers simultaneously learning ideas about geometry teaching, those embedded in the framework and doing LS. Practical implications The paper includes a description of how LS might contribute to teachers' learning of language responsive teaching, and so is useful for others working on LS and language practices. Originality/value This paper fulfils an identified need to learn more about how networking theories to inform and support LS can create learning opportunities for teachers, particularly about language responsive teaching, an interest and concern worldwide.