Enhancing Lesson Study with Generative AI Powered TEAM Model Platform
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| Title: | Enhancing Lesson Study with Generative AI Powered TEAM Model Platform |
|---|---|
| Language: | English |
| Authors: | Jen-Kai Liang, Power Wu, Su-Chiu Tseng, Oskar Ku (ORCID |
| Source: | International Journal for Lesson and Learning Studies. 2025 14(3):197-214. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Faculty Development, Communities of Practice, Artificial Intelligence, Technology Uses in Education, Teacher Collaboration, Reflection, Program Effectiveness, Barriers, Elementary School Teachers, Foreign Countries |
| Geographic Terms: | Taiwan |
| DOI: | 10.1108/IJLLS-11-2024-0276 |
| ISSN: | 2046-8253 |
| Abstract: | Purpose: This paper investigates the integration of generative AI into lesson study using the TEAM Model platform to enhance teacher professional development. It explores how AI supports the study, plan, teach and reflect phases by improving efficiency, fostering collaboration and enriching reflective practices. Design/methodology/approach: This study adopts a qualitative case study design and involves six teachers, using the TEAM Model platform to facilitate lesson study cycles. Data were collected via automated observations, interviews and focus group discussions. Findings: Generative AI enhanced lesson study by improving efficiency, supporting teachers in planning and enriching reflection and debriefing with actionable insights. However, challenges including over-reliance on AI and generic responses are identified, highlighting the need for balanced integration of generative AI tools. Originality/value: This study examines the integration of generative AI into lesson study, focusing on its impact across all phases and its potential to address traditional challenges while fostering teacher professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493221 |
| Database: | ERIC |
| Abstract: | Purpose: This paper investigates the integration of generative AI into lesson study using the TEAM Model platform to enhance teacher professional development. It explores how AI supports the study, plan, teach and reflect phases by improving efficiency, fostering collaboration and enriching reflective practices. Design/methodology/approach: This study adopts a qualitative case study design and involves six teachers, using the TEAM Model platform to facilitate lesson study cycles. Data were collected via automated observations, interviews and focus group discussions. Findings: Generative AI enhanced lesson study by improving efficiency, supporting teachers in planning and enriching reflection and debriefing with actionable insights. However, challenges including over-reliance on AI and generic responses are identified, highlighting the need for balanced integration of generative AI tools. Originality/value: This study examines the integration of generative AI into lesson study, focusing on its impact across all phases and its potential to address traditional challenges while fostering teacher professional development. |
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| ISSN: | 2046-8253 |
| DOI: | 10.1108/IJLLS-11-2024-0276 |
