Abstract
Purpose
– The purpose of this paper is to examine practicing mathematics teachers’ learning through parallel lesson study in China. Lesson study in China has been practiced for decades. Parallel lesson is an enriched mode of lesson study to address the implementation of new curriculum.
Design/methodology/approach
– The expansive learning perspective has been used to explore the ways practicing teachers learned to improve teaching through the transformation of learning objects and boundary crossing.
Findings
– Two cases are illustrated and compared to highlight features of teachers’ learning through parallel lesson study. The practicing teachers developed their competence in transforming instructional objectives and task selection and implementation. In addition, they also developed professional vision in alignment with the reform-oriented curriculum.
Originality/value
– This study makes significant contribution to understanding teachers’ learning through lesson study in China. Meanwhile, it also demonstrates how the theory of expansive learning could be used as a conceptual framework to examine teachers’ learning through lesson study.
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