Tong Ke Yi Gou

Lesson study, as one part of teaching research in China and an important form of teacher professional development, attracts worldwide attention. However, how teacher learning happens in this context is less well explored. This chapter unveils a unique form of lesson study, Tong Ke Yi Gou (TKYG, ‘deliberate practice with variations’), and explores how teacher learning is realised with its iterative process of enquiry. It traces the brief history of teaching research, a main form of teacher professional development in China, and then elaborates on three forms of TKYG with rich connotations of curriculum-enactment, teaching expertise, and understanding learning, and arrives at the conclusion that Tong Ke Yi Gou is a localised form of teacher enquiry. This outcome sheds light on TKYG&s;s significance to teachers&s; professional development, traditions of teaching research in China, and current debates and discussions about teacher enquiry worldwide.