Transforming the Culture of Professional Learning Community through Lesson Study: An Activity Theory Perspective

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: School Community, Climate, and Culture SIG Posters

Abstract

This two-year qualitative case study examines how lesson study (LS) drives cultural transformation in a Chinese primary school’s professional learning community (PLC). Drawing on cultural-historical activity theory (CHAT), the study finds that despite institutionalized collaboration, PLCs faced cultural challenges such as object distortion, formalized routines, superficial collaboration, and rigid divisions of labor. Themed and sequenced LS functioned as a mediating artifact, reshaping objectives, redefining rules, redistributing roles, and rebuilding professional relationships. Leadership proved crucial, with principals, subject heads, and TRG leaders playing complementary roles at different stages. The study contributes theoretical insights into PLC cultural change and offers practical guidance for cultivating authentic, sustainable teacher collaboration.

Authors

• Zheng Xin, East China Normal University

• Xiu Zhou, Southwest University