A capabilities approach to examining mathematics and science teachers’ reported experiences of lesson study professional development

Abstract

This study examined teachers’ reported experiences of lesson study (LS) professional development (PD). A qualitative phenomenological design was employed, using face-to-face interviews conducted in 2018 with 15 mathematics and science teachers from several secondary schools in the Mangaung District, South Africa. Interviewees had participated in
a university-facilitated LS program between 2012 and 2014. Data were analyzed using inductive and deductive thematic content analysis through the capabilities approach. The findings suggest that LS potentially expands teachers’ capabilities for collaborative learning, reflective practice, and the development of pedagogical content knowledge, while also strengthening their professional agency, confidence, and engagement in practice. However, there were variations in the reported depth and nature of pedagogical change, ranging from procedural improvement to substantive shifts in teaching orientations. Furthermore, time limitations, heavy workloads, limited resources, and uneven participation shaped the realization of capabilities. LS is positioned as a PD model and a capability-enhancing practice that creates opportunities for teachers to exercise agency and engage in meaningful professional learning. Nonetheless, its effectiveness depends on conditions that support converting opportunities into sustained practical improvements. This study argues for a shift beyond access-based PD models. It recommends embedding LS within school structures that ensure its sustainability and impact.