Leading online Lesson Study: Brokering the boundaries

This paper presents a critical reflection on the author’s recent novel experience as a Lesson Study (LS) facilitator, where they acted as a boundary broker, using online LS as a boundary object to support the collaborative professional learning of a group of Irish primary teachers who taught in three different schools. The schools involved were part of an existing inter-school Shared Education partnership. The aim of the LS in this instance was to foster participants’ achievement of agency by introducing them to online LS as a sustainable form of Professional Development (PD) which can support their collaborative practice within and between their schools. The author’s critical reflection, which derives from their reflective diary and field notes, draws from Schön’s (1983) notion of reflection-on-action, as well as Brookfield’s (2016) critical lenses and is theoretically framed by emerging literature which proposes LS as a vehicle for teacher agency.