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Noticing to learn from lesson study: the role of critical events.

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Title: Noticing to learn from lesson study: the role of critical events.
Authors: Choy, Ban Heng1 (AUTHOR) banheng.choy@nie.edu.sg
Source: Journal of Mathematics Teacher Education. Aug2025, Vol. 28 Issue 5, p1059-1076. 18p.
Subject Terms: *Critical incident technique, *Critical self-reflection, *Lesson planning, *Reflective learning, *Education research, *Teacher development, *Effective teaching, *Teaching methods
Abstract: Critical events are incidents encountered by teachers in their practice that can potentially provoke questions about the instructional decisions made, gaining an entry to changing and improving teaching practices. Current research often conceptualises critical events as those that occur during instruction, but critical events can also occur before and after instruction, especially in the contexts of lesson study. In this paper, I will unpack the notion of a critical reflection event during the study, plan, and reflect phases of lesson study through three vignettes that happened during a lesson study cycle. This paper examines how lesson study positions teachers to notice critical reflection events that can provoke pedagogical reasoning and action for the purpose of gaining new comprehension. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Critical events are incidents encountered by teachers in their practice that can potentially provoke questions about the instructional decisions made, gaining an entry to changing and improving teaching practices. Current research often conceptualises critical events as those that occur during instruction, but critical events can also occur before and after instruction, especially in the contexts of lesson study. In this paper, I will unpack the notion of a critical reflection event during the study, plan, and reflect phases of lesson study through three vignettes that happened during a lesson study cycle. This paper examines how lesson study positions teachers to notice critical reflection events that can provoke pedagogical reasoning and action for the purpose of gaining new comprehension. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10857-025-09680-8
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      – SubjectFull: Lesson planning
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