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<p>Cross-cultural lesson study has emerged as a promising approach for enhancing teacher professional development. While research has highlighted its potential, the specific mechanisms through which cross-cultural lesson study influences teacher learning remain unclear. This study examines a collaborative cross-cultural lesson study initiative involving Chinese and American teachers focused on developing effective practices for teaching linear equations/functions.&#xa0;Building on traditional lesson study phases, the initiative incorporated cross-cultural exchanges for lesson planning and reflection.&#xa0;Data collected included online meeting notes, lesson plans, research lesson videos, and teacher interviews.&#xa0;Utilizing cultural-historical activity theory as a theoretical framework, this study conducts an in-depth analysis of Chinese teachers’ learning experiences within the cross-cultural lesson study context.&#xa0;The findings reveal&#xa0;how primary contradictions arising from cultural differences between China and the USA catalyzed systemic contradictions and prompted expansive learning actions among the Chinese teachers. The study highlights the potential of cross-cultural collaboration to facilitate expansive learning by encouraging teachers to critically examine implicit assumptions and explore innovative pedagogical approaches within their local contexts.&#xa0;Implications for teacher professional development and future research in cross-cultural lesson study are discussed.</p>

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Chinese mathematics teachers’ expansive learning in a cross-cultural lesson study

  • 期刊论文

  • 发表日期：

    2025年2月28日

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  • Xingfeng Huang,
  • Junyi Shen,
  • Rongjin Huang

摘要

Cross-cultural lesson study has emerged as a promising approach for enhancing teacher professional development. While research has highlighted its potential, the specific mechanisms through which cross-cultural lesson study influences teacher learning remain unclear. This study examines a collaborative cross-cultural lesson study initiative involving Chinese and American teachers focused on developing effective practices for teaching linear equations/functions. Building on traditional lesson study phases, the initiative incorporated cross-cultural exchanges for lesson planning and reflection. Data collected included online meeting notes, lesson plans, research lesson videos, and teacher interviews. Utilizing cultural-historical activity theory as a theoretical framework, this study conducts an in-depth analysis of Chinese teachers’ learning experiences within the cross-cultural lesson study context. The findings reveal how primary contradictions arising from cultural differences between China and the USA catalyzed systemic contradictions and prompted expansive learning actions among the Chinese teachers. The study highlights the potential of cross-cultural collaboration to facilitate expansive learning by encouraging teachers to critically examine implicit assumptions and explore innovative pedagogical approaches within their local contexts. Implications for teacher professional development and future research in cross-cultural lesson study are discussed.