This document summarizes research on factors that influence teacher learning through Lesson Study professional development. It explores how individual teacher characteristics, group dynamics, and school environment can support or constrain learning. Three teachers were interviewed about their experiences. Valsiner's Zone Theory is used as a framework, identifying the Zone of Proximal Development (individual characteristics), Zone of Promoted Actions (group factors), and Zone of Free Movement (school environment) as influencing teachers' learning. Key factors discussed include teachers' beliefs, motivation, collaboration, group atmosphere, and school policies.

1. Factors affecting teacher learning in the
context of Lesson Study professional
development approach
Dayana Balgabekova – PhD candidate, University of Glasgow School of Education
Professor Kay Livingston – University of Glasgow School of Education

2. Research aim:
• To explore how individual, group and organisational (school) factors
either support or constrain professional learning and development of
individual teachers in the LS process

3. Lesson Study
Lesson Study Cycle (Lewis, 2002)
• Professional development
• Change in teachers’ classroom practices
• Change in student learning outcomes
• Change in teachers’ beliefs and attitudes
Lesson Study (LS) is a collaborative group form of classroom action research
focusing on the development of teacher practice knowledge (Dudley, 2014).

4. Methodology
• Drawn from a larger research study with secondary school teachers in Kazakhstan
• Focus group discussion – 2 Lesson Study groups of teachers
• Individual interviews – 7 teachers
• 2 video recordings of post-lesson discussion (for triangulation)
• Within-case and cross-case analyses

5. Theoretical Framework
Valsiner’s Zone Theory (1997)
(Valsiner’s Zones, Benninson and Goos, 2013)
Individuals are active agents in their own
development (Valsiner, 1987)
Zone Theory in Teacher Learning
(Goos, 2013)
ZPD – “a set of possibilities for development of
new knowledge, beliefs, goals and practices
created by the teacher’s interaction with the
environment, the people in it, and the resources
it offers” (p.523)
ZFM – the affordances and constraints provided
by the teacher’s professional context.
ZPA – activities that the teacher can be involved in
that promote certain teaching approaches.

6. Teacher 1
ZPD: “A teacher should be open to
change.[…] That is, you are a
teacher, but you are also a learner.
You need to be open to new
information, even to the one with
which you disagree, you should be
open for dialogue”
ZPA: “For me, even the concept of
co-teaching was a shock. How can
this be possible? You are the
teacher, you are the centre, you are
the author of this, this is all yours.
There was always some kind of
authoritarianism present…”
“At the beginning, it was quite
challenging to plan a lesson not by
yourself, but with someone else”.
ZFM: “The atmosphere in our group
contributed a lot to my learning. We
had a very friendly environment.
There was a desire to help and
support. Everything was very calm.
Each member of the group was
benevolent, we were not reserved,
we were completely open to and with
each other.”
Favourable group
atmosphere and
interaction with group
members as support
Teacher’s potential for
change as support
LS elements as
constraints
Teacher 1
Teacher qualification level teacher
Years of teaching
experience
23
Years of working in the pilot
school
2
Years of Lesson Study
experience
1.5

7. Teacher 2
ZPD: “It is important that every
person who decides to engage with
LS, should understand that it is not
something that is imposed from the
top. There must be an inner need
and positive attitude towards this
process.”
ZPA: “Before each teacher’s door
was always closed, and you were
only allowed to enter when you
were invited. You could come to a
lesson, but there was a chance
that you would not be allowed to
observe it. Lesson Study removes
this door and that is great.”
ZFM: “LS is also a requirement for
teacher certification. We are teachers,
literate people, and we must understand
that for certification we must do some
particular things. To become a
moderator, you are required to conduct
LS. This is not as if it is imposed on us, it
is a part of our work.”
Teacher’s attitude
towards LS as support
Acceptance of teacher
certification (constraint
vs support)
Collaboration as support
Teacher 2
Teacher qualification level moderator
Years of teaching experience 15
Years of working in the pilot
school
9
Years of Lesson Study
experience
6

8. Teacher 3
ZPD: I participate in LS because I want
to learn something new. One thing is
that I improve my practice, another
thing is that we experiment and
experimenting allows try new
approaches. In the group, to achieve
our professional goal, we look for the
most effective methods. For me, as a
teacher, it is very interesting to try
one method, try the second method
and see which one works best.”
ZFM: “It’s very important to be in the
group of people, with whom you feel
comfortable to work with.”
ZPA: “I started my teaching journey at
this school. So, I can’t even imagine
when a teacher works by himself and
for himself without communication
with his colleagues. I can’t imagine it,
because I never experienced that. As I
started working here, I was introduced
to collaboration and team teaching
right away. That is, I am never alone.
I invite my colleagues to my lessons
often and try to attend their lessons
as well.”
Favourable group
atmosphere (support)
Motivation for
conducting LS – teacher
as researcher (support)
Beliefs about
collaboration
(support)
Teacher 3
Teacher qualification level teacher
Years of teaching experience 7
Years of working in the pilot
school
7
Years of Lesson Study
experience
6

9. VALSINER’S ZONES FACTORS WITHIN ZONES (ELEMENTS OF ZONES) THAT CAN INFLUENCE
A TEACHER’S PROFESSIONAL LEARNING AND DEVELOPMENT IN LESSON STUDY
Zone of Proximal Development
(ZPD) – possibilities within a
teacher’s individual
characteristics for professional
learning and development in
Lesson Study
o a teacher’s perception of LS
o a teacher’s beliefs about teaching and learning
o a teacher’s LS experience
o a teacher’s educational and professional background
o a teacher’s prior professional knowledge – knowledge base a
teacher comes with into LS
o a teacher’s motivation for LS engagement (intrinsic and/or
extrinsic)
o a teacher’s perception of collaboration
Zone of Promoted Actions (ZPA)
– facilitators and/or constraints
for a teacher’s professional
learning and development within
a teacher’s Lesson Study group
Group context:
o group structure (number of people, subject focus, grade level)
o group work process organisation (meeting frequency, the
focus of meeting discussions, the length of meetings,
attendance, etc.)
Group dynamics:
o comfortable working atmosphere
o trustworthy relationship among the group members –
establishment of trust in the group
o collaboration within the group
o collegial responsibility for the LS process
o establishing clear expectations of the group members and
responsibilities
o group member’s contribution to the LS process
o the role of a group leader (if present)
Zone of Free Movement (ZFM) –
facilitators and/or barriers for a
teacher’s professional learning
and development in Lesson Study
within school professional
environment
School policy on LS:
o LS as a requirement for teacher certification (in Kazakhstani
schools)
Support from school leadership:
o group formation process
o allocation of time for PD and/or LS
o timetable/schedule constraints
o possibility to consult with the school LS trainer
o LS school contest organisation
o conference participation and publication possibilities

10. Model of an individual teacher’s professional learning and development
in Lesson Study framed within Valsiner’s Zone Theory

11. References
Bennison, A., & Goos, M. (2013, January). Exploring numeracy teacher identity: an adaptation of Valsiner's zone theory.
In AARE Conference Proceedings (pp. 1-10). Australian Association for Research in Education.
Dudley, P. (2014). Lesson Study: a handbook.
Goos, M. (2013). Sociocultural perspectives in research on and with mathematics teachers: a zone theory
approach. ZDM, 45(4), 521-533.
Lewis, C. (2002). Does Lesson Study Have a Future in the United States?. Nagoya journal of education and human
development.
Valsiner, J. (1997). Culture and the development of children's action: A theory of human development. John Wiley & Sons.

12. Thank you!
d.balgabekova.1@research.gla.ac.uk
kay.livingston@glasgow.ac.uk