Purpose This study aims to explore how an early career teacher (ECT) improved her lesson through a pre-lesson and a research lesson and how this process supported shifts in her noticing. Design/methodology/approach In a school-based lesson study (LS), a case study approach was employed through participant observation and interviews. The focus was on Aya, a second-year teacher at an elementary school in Japan, who conducted her first research lesson, and how her noticing shifted through lesson improvement. Findings This study revealed shifts and challenges in her noticing as she conducted a pre-lesson in another classroom at the same grade level and implemented the research lesson. Practical implications Implications for future professional development programs with ECTs were suggested. This research contributes valuable insights to enhancing teacher practice and student learning outcomes by illuminating the nuanced dynamics of noticing as an ECT. Originality/value This study contributes concrete findings on how school-based LS in Japan leads to improvement of lessons through the case study of an ECT and provides insight into what needs to be discussed to support ECTs' noticing.
Kang et al. (Tue,) studied this question.