Negotiating dual roles in teacher collaboration through lesson study: lead teachers' perspective

Lead teachers play a vital role in supporting a successful teacher collaboration. Yet relatively little is understood about the way in which leading teachers negotiate their roles and tensions or challenges they faced to support teacher collaboration. This paper seeks to examine the dual role of lead teachers as a numeracy coach or curriculum coordinator and a member of a planning team and explore the extent to which the diversity of the different leaders' experience and knowledge contribute to teacher collaboration in the context of Lesson Study. The analysis is based on field notes of planning meetings and three interviews carried out before and after the first and the second Lesson Study research cycles.