Mentor Teachers' Four Intertwined Roles when Leading Lesson Study with Mathematics Preservice Teachers

Leading lesson study with preservice teachers is crucial for anchoring the process of learning to teach in authentic classroom-based experiences. The chapter identifies examples of three intertwined roles when leading lesson study in a mathematics methods course: Facilitator, knowledgeable other, and team member. As facilitators, the mentor teachers established norms for collaboration, introduced protocols for planning and observing a research lesson, and fostered discussion about student thinking. As knowledgeable others, the mentor teachers made curricular goals explicit, anticipated students’ ideas when planning the research lesson, and framed post-lesson discussions toward the goal of improving student learning opportunities. As team members, the mentor teachers taught the first version of the research lessons, provided encouragement to other team members, and showed openness to learn in a professional community. The various roles that the mentor teachers assumed were mapped to the lesson study steps and sample moves performed in relation to those roles were identified. The analysis resulted in proposing a model that uses cultural-historical activity theory to specify the artifacts, rules, and division of labor involved in leading lesson study with preservice teachers. The model can support the preparation of lesson study leaders in relation to methods courses.