Lesson Study in a Community of Practice: A Model of In-School Professional Development

Since 2010 there has been a phased introduction of a new post-primary mathematics curriculum entitled ‘Project Maths’. This new curriculum places a greater emphasis on problem solving and on an investigative approach for students. This implies not only changes in the curriculum content, but also changes to teaching and learning approaches within the classroom. Based on a theoretical framework of authentic dialogue within a teacher community, this research aims to provide teachers with a school-based professional development structure through which they can engage with the curriculum and attempt new teaching and learning strategies. This structure entails a task-based community of practice as a professional development intervention investigated in two schools (phase 1 & phase 2 of Project Maths). Teachers engage in lesson study cycles repeated throughout the academic year and the research questions how effective an approach this may be in encouraging teachers to engage with and implement the new curriculum. The research also investigates how effective an approach this may be in enhancing teachers ’ content knowledge and developing teachers ’ pedagogical practices. In this paper, the literature and methodologies of the research will be reviewed and early research observations proposed. The evolution of the features of community as the teachers collaborate will also be discussed