Examining Programmatic Lesson Study in Preservice Teacher Education

This study of mathematics preservice teachers investigates their experiences with a program requirement to learn about and engage in multiple iterations of open approach lesson study. Inductive analysis revealed four experiential themes: Variable Contexts, Professional Community, Challenges, and Transformation. Preservice teachers attribute their transformation to reform-based mathematics instruction involving iterative experiences and processes of open approach lesson study. Other experiences and implications are examined