Theorizing Professional Learning through Lesson Study Using the Interconnected Model of Professional Growth

Lesson study is highly regarded as a model for teacher professional learning. Yet there are few studies that attempt to theorize the learning process for participating teachers. In an earlier paper, we used Clarke and Hollingsworth’s (Teach Teach Educ 18:947–967, 2002) Interconnected Model of Professional Growth (IMPG) to map the professional growth of a research lesson planning team participating in a lesson study project over two school terms. This chapter uses the IMPG to examine the professional learning experiences of individual participants from the other planning team in the same project. The analysis is based on interviews carried out at the beginning of the lesson study project and after the first and second lesson study research cycles.