Abstract

The evidence in support of Lesson Study (LS) as a powerful approach to Teacher Professional
learning and Development (PD) continues to grow at a rapid rate. However, despite its widespread
use, especially in the area of STEM subjects, researchers have expressed concern that the means by
which LS fosters teachers achievement of agency remain under-theorised.With this in mind, this
systematic review of literature sought to uncover the mechanisms by which LS may support teachers
to become agentic in the context of STEM education. A total of 32 studies are included, drawing from
a range of jurisdictions, contexts and subject areas including science, mathematics and STEM.
Drawing from an ecological conceptualisation of agency, thematic analysis is conducted on the
included studies, leading to the identification of two major themes: Agency enabling factors and
agency constraining factors. These themes enable the development of an emergent theoretical
framework for LS and teacher agency. Gaps in literature are also identified, most notably, the dearth
of literature in relation to agency and LS. In order to ameliorate such gaps, recommendations for
further research include the suggested use of the emergent theoretical framework by those engaging
in LS as practitioners and facilitators.