Cognitive Dynamics in Teacher Knowledge Development: Insights from Two Chinese Teams

Lesson Study (LS) is increasingly being used as a vehicle for delivering curriculum
reforms, counting on its potential for scaffolding joint professional learning and prac-
tice innovation among teachers. Few studies, however, have investigated the cogni-
tive factors and processes that can affect teachers’ generative outcomes through LS.
To address this knowledge gap, this article presents a two-case study from China that
adopts a discourse-based approach to study teacher cognition in LS meetings. The
findings present convergent and divergent patterns of teacher knowledge articulation
and use among the teacher teams which lead to more or less successful knowledge
development. Difficulties arise particularly when teachers hold their knowledge too
rigidly to entertain new practical possibilities. The study highlights the complexities of
curriculum implementation at the classroom level as teachers can hold a diverse
range of practical conceptions close to or distant from new curriculum ideals.
Collaborative practice such as LS can be enhanced through developing teacher cap-
acity to propositionally articulate existing and new knowledge, and in some cases to
unlearn in order to relearn.