Are lesson study participants sharing their professional knowledge?

Purpose Research and practice are often seen as separate entities, however, the notion of teacher as researcher situates the act of teaching as research (Watanabe, 2018). Educators in Japan identify as researchers with contributions to make to the field. Lesson study is one vehicle for their research. The purpose of this paper is to understand whether educators outside Japan are sharing their work resulting from lesson study to impact the field beyond their local context. Design/methodology/approach Databases were searched to find cases (n=45) of lesson study in K-12 mathematics classrooms in the USA. Descriptions of how lesson study was implemented were coded to determine whether sharing of findings was a part of the lesson study cycle and, if so, to identify the mechanisms for sharing. Findings In 12 of the 45 cases, there was evidence that the lesson study team shared their findings beyond the team. The modes of sharing included inviting people to the research lesson, distributing the research lesson, presenting at conferences or writing articles. Research limitations/implications The cases are limited to published lesson study projects. The end of the lesson study cycle for teams not sharing was not evaluated. Practical implications Ways to make sharing results more accessible are discussed. Originality/value The originality of this paper is in that it evaluates a large number of documented cases of lesson study to understand if and how teachers are making their professional knowledge gained through lesson study public.

O PROCESSO DE FORMAÇÃO DE EDUCADORES AMBIENTAIS: INTERPRETANDO AS DIMENSÕES POLÍTICO-EDUCACIONAIS

Pressupondo que a educação tem o papel fundamental de transformação social, quê dimensões podem ser consideradas preponderantes no processo de formação dos educadores ambientais? Amitigação dos problemas ambientais, quemarcamo início de século XXI, reforçama necessidade de seleção de valores mais dignos para toda a humanidade, capazes de construir uma nova ética, reorientadora de nossa crise civilizatória pautada em valores distintos daqueles considerados norteadores de uma sociedade de consumo e produtora de mercadoria. Assim, o desafio está em formar profissionais com motivação para escolher atividades profissionais, de ensino e de pesquisa centradas na problemática do alcance de limites da ação humana sobre o meio ambiente e qualidade de vida, ou seja, aptos a compreender a articulação das interfaces entre as diversas disciplinas e áreas do conhecimento. Neste contexto, todos devem estar inseridos no processo de pensar suas ações sobre o meio e propor alternativas para remodelar as condições e modos de vida. THE PROCESS OF ENVIRONMENTAL EDUCATOR FORMATION: EXPLAINING THE POLITICEDUCATIONAL DIMENSIONS Abstract Supposing that education has a fundamental position in social transformation, what are dimensions that can be consider relevants in the formatives process to environment education teacher? Relieving environment problems that shoot XXI century’s beggining, reinforce the necessity of a value selection more dignified a new ethics that can guidance over civilizatory crisis lined in distinct values from that considered able to distinct values from that considered able to steer a society that can product and consume tinned goods. Therefore, the challenge is in formation professional with inducement to choose professional activities rather teaching as research, centre on the problem of reach the limits to human action about environment and life’s quality, directly, itmeans ability to understand interfaces joint in the various subject and areas of knowledge. In that context, everyone must be insert on the process of thinking their actions about environment and should propose alternative to shape conditions and way of life.