Developing lesson study collaboration in Scotland

Purpose
Translating lesson study (LS) into a new country comes with implementation challenges. Scotland is no exception to this. We explore how researchers have adapted and developed parts of the LS cycle to enhance collaborative advantage.

Design/methodology/approach
We present two LS cases: one exploring English lessons with 7–8-year-olds and the second exploring fractions with 8–9-year-olds. Both cases were mapped against an LS conceptual model. The cases were analysed using collaborative advantage theory to identify elements that supported collaboration or caused collaborative inertia.

Findings
Collaborations are impacted by input factors, such as planning and feedback tools, which influence the development of processes and emergent states. Shared cognition emerged as a dominant theme influencing collaborative advantage in LS and was related to the development of shared mental models, joint endeavour and psychological safety. It is hypothesised that additional adaptations, such as a mock lesson, may minimise collaborative inertia by revealing hidden differences in team members' interpretation of meaning.

Originality/value
A novel approach to combining collaborative advantage theory with advances in the conceptualisation of LS offers new insights into the features and complexities of collaboration within LS in Scotland.