The role of epistemological and didactic models in the education of teachers through lesson study

Abstract

In this paper, we analyse how the epistemological and didactic models that a lesson study community assumes determine the way this professional development process is conducted, as well as its outcomes. To do this, we propose a reinterpretation of lesson study as a praxeology of the teaching profession, drawing on tools from the Anthropological Theory of Didactics. The analysis of three cases will evince the role that different epistemological and didactic models play in the organisation and development of the work of lesson study groups, and in the potential learning of teachers. Thus, we provide new theory-informed insights into lesson study.