Abstract
Purpose
This paper describes the impact of technology-mediated lesson study (TMLS) as a professional learning model for rural secondary science teachers.
Design/methodology/approach
TMLS extends traditional lesson study by using video recording and online collaboration to connect geographically isolated educators in sustained, iterative lesson design. Over four years, teams of high school science teachers engaged in cycles of co-planning, microteaching, classroom implementation, video analysis and revision, with one teacher serving as a science teacher leader.
Findings
Grounded in three-dimensional science – integrating disciplinary core ideas, science and engineering practices, and crosscutting concepts – teachers collaboratively developed and refined lessons, such as a genetics-focused lactose intolerance lesson. The structured process fostered deeper content knowledge, improved instructional coherence, strengthened leadership capacity and built professional community. By centering teachers as facilitators and leveraging technology to support reflection and feedback, TMLS enhanced both educator expertise and student engagement in rigorous, three-dimensional science learning.
Originality/value
The TMLS process was created by this team of teachers and researchers, focused on building the teachers’ capacity with three-dimensional science and helping them engage in lesson study even though they are geographically isolated.