A conceptual discussion of lesson study from a micro-political perspective: Implications for teacher development and pupil learning

Lesson study has been implemented as a viable approach to support teachers' professional development. Yet, this approach has not been thoroughly examined in relation to key micro-political power relations that are arguably endemic to the use of this collaborative learning model. Accordingly, this paper discusses post-structural concepts that might be used to envision and underpin how teachers come to engage with their students, with their peers, and with external consultants. Taken together, the findings in this paper illustrate how a micro-political perspective can be linked with teachers' professional development as well as their practices of identity construction.

► Lesson study (LS) challenges teachers' working relations and identities.
► Evaluative attitudes in LS can be detrimental to teachers' community.
►  The relationships among teachers, consultants and students should be de-centred.
► Micro-political views provide insight into the complex LS importation process.
► Post-structural and post-colonial views reveal power and identity issues in LS.