TLSOA as an Innovative Idea for a School-based Professional Learning Community

Abstract

This article presents the development and theoretical framework of TLSOA (Transformative Lesson Study incorporating Open Approach), an innovative model for establishing a school-based professional learning community. The framework is grounded in historical analysis and longitudinal research on the transformation of two Japanese educational innovations—Lesson Study and the Open-ended Approach—to the Thai educational context. The article argues that meaningful educational reform requires a close integration of the theoretical domain—including learning philosophy and learning theories—with the practical domain, encompassing educational approaches and classroom practices. Rather than directly transferring or replicating educational practices from one context to another, sustainable reform depends on the continuous development and refinement of innovative ideas that are responsive to the cultural and educational context of each country.

The article traces the historical development of Lesson Study, which originated in Japan in 1872 and gradually evolved into a collaborative professional culture among teachers. Since its introduction to Thailand in 1999, Lesson Study has been adapted to address the problem of teachers working in isolation, through a collaborative weekly cycle consisting of Co-Plan, Co-Do, and Co-See. This cycle has been implemented alongside the Open Approach, which promotes students' mathematical thinking through open-ended problems, encourages learners to construct their own mathematical ideas, and redefines teachers' roles from knowledge transmitters to facilitators and co-learners. Continuous implementation has transformed teachers' beliefs about students' mathematical potential and has led to the expansion of the approach from individual schools to school networks and nationwide teacher development initiatives.

The TLSOA framework integrates the three phases of Lesson Study with the four instructional phases of the Open Approach, using Open Class as a shared learning space for teachers, school administrators, preservice teachers, parents, and local communities to foster a school-based professional learning community. Developed, implemented, and refined through more than two decades of research and practice, TLSOA has demonstrated its applicability within the Thai educational context. The article concludes that the success of TLSOA lies not in replicating Japanese practices but in synthesizing and transforming their underlying innovative ideas to suit Thailand's educational context. By establishing a continuous cycle of collaborative learning and professional development, TLSOA provides a sustainable foundation for teacher professional development, the promotion of students' mathematical thinking, and the long-term improvement of educational quality in Thailand.