Harnessing research practice partnership and pedagogically productive talk for Lesson Study

Purpose This paper explores how pedagogically productive talk (PPT) and reflexive practices foster equitable and dialogic interactions within teacher–Koshi partnerships during the Lesson Study (LS) process. It examines teachers’ and Koshis’ perceptions and experiences of PPT in addressing challenges and enhancing collaboration. Design/methodology/approach The study adopts a qualitative case study approach to examine teacher–Koshi interactions during the LS cycle. Using pedagogical discourse analysis and reflexive deliberation, it investigates how PPT facilitates dialogue, boundary spanning and mutual learning within the specific context of a Singapore primary school. Findings The study highlights teachers’ and Koshis’ perceptions of PPT in fostering dialogic interactions and addressing tensions related to conceptualizing student voice. It underscores the role of reflexive practices in transforming Koshi–teacher relationships and promoting boundary spanning, offering insights into the potential of PPT to enhance collaboration within the LS framework. Research limitations/implications This study addresses a gap in research on Koshi–teacher partnerships by exploring their experiences and perceptions within the LS framework. As an exploratory qualitative case study conducted in a Singapore primary school, the findings are context-specific and provide a foundation for future comparative and longitudinal research. Practical implications The paper offers actionable insights for educators and policymakers on leveraging PPT to promote dialogic interactions and inclusivity in LS. It highlights the importance of prioritizing teacher voice, addressing hierarchical barriers and fostering equitable partnerships to strengthen both teacher–Koshi collaboration and classroom. Originality/value This paper contributes a novel exploration of PPT’s role in fostering dialogic interactions and equitable partnerships within the LS framework. By focusing on teachers’ and Koshis’ perceptions and experiences, it highlights the potential of reflexive practices to challenge traditional hierarchies and promote collaborative learning.

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