#109: Design and Development of a Japanese Lesson Study Project through a Research-Practice Partnershipthrough research-practice partnership

To expand the knowledge base on Research-Practice Partnerships (RPPs), this study examines an empirical case of a hybrid RPP model operating within a sociocultural context outside North America. We analyze the 16-year development of a Japanese lesson study project employing the Knowledge Constructive Jigsaw method. The project is examined as an evolving activity system, reorganizing findings from previous research to highlight the contradictions, conflicts, and challenges that emerged, as well as the design strategies implemented to address them, drawing on Cultural-Historical Activity Theory. Our findings demonstrate how RPPs can function as collaborative platforms for practitioners and researchers that can be sustained and developed iteratively by aligning with the principles of Networked Improvement Communities.Partnerships (RPPs), this study addresses the limited empirical research on hybrid RPP models operating within sociocultural contexts outside North America. We examine the 16-year development of a Japanese lesson study project employing the Knowledge Constructive Jigsaw method, with the goal of providing a model for researchers and practitioners seeking to design RPPs in varied contexts. Drawing on Cultural-Historical Activity Theory, we analyzed the project as an evolving activity system, reorganizing findings from previous research to highlight the contradictions, conflicts, and challenges that arose, as well as the design strategies implemented to resolve them. As a key outcome, we also examined changes in young teachers’ perspectives on lessons and learning using longitudinal interview data. Our findings demonstrate the potential of RPPs as collaborative platforms for practitioners and researchers to be maintained and developed iteratively by aligning with the principles of Networked Improvement Communities.