Chapter 7: Navigating the Learning Curve: Learning to Teach Mathematics Through Lesson Study

The difficulty that experienced teachers often face when making fundamental changes in their teaching practices highlights the need for novice teachers to establish productive patterns early in their career. It is well established that, “left on their own, beginning teachers will focus on whatever works.… [A]ttitudes tend to become more negative and behavior becomes more inflexible” (Brock & Grady, 1997, p. 10). The literature makes it clear that professional development of new teachers must begin as soon as possible in their careers (e.g., Brock & Grady, 1997; Lambert, Collay, Dietz, Kent, & Richert, 1996). In particular, novice teachers need induction experiences that are subject-specific, rather than generic first-year teacher strategies, so that they can explore pedagogical strategies that will work in their specific contexts (Darling-Hammond, Berry, Haselkorn, & Fideler, 1999).