The Semiosphere lens to look at Lesson Study practices in their cultural context: a case study.

This paper presents an experience of Lesson Study involving primary school teachers in a school in North Italy. Researcher will show how Lotman’s Semiosphere construct can be used to analyze cultural and semiotic aspects of Lesson Study practices inserted in the Italian cultural context, as practices intended to enhance collaboration among teachers and their critical thinking on professional issues. Researcher will also show how this analysis may complement another analysis, performed in the perspective of the Chevallard’s Anthropological Theory of didactics, and concerning the institutional aspects of the Lesson Study experience.