The Lesson Study Centre at the University of Pretoria, Faculty of Education, hosted its two-day Lesson Study Colloquium on 29-30 September 2025, during the faculty’s Teaching and Learning week. The purpose of this colloquium was to share insights on and about Lesson Study. On Day 1, several speakers shared their experiences regarding Lesson Study. We were pleased to welcome Prof Peter Dudley (University of Cambridge, UK) and Prof Yumiko Ono (Osaka Jogakuin University, Japan) to the colloquium. Prof Dudley gave a keynote address virtually, whilst Prof Ono physically attended the colloquium. On Day 2, a demonstration mathematics lesson was taught to learners from a nearby school. The lesson was followed by a post-lesson reflection session with the knowledgeable other (KO) sharing final remarks. Those in attendance included teachers, subject advisors, chief education specialists, curriculum managers, directors of provincial education departments and districts, academics, researchers, and students (both undergraduate and postgraduate). Below are pictures captured from the two-day Lesson Study Colloquium.

Day 1 pictures:

Figure 1: Prof Ugorji Ogbonnaya, HOD of SMTE, welcoming guests and introducing Prof Johan Wassermann, Acting Deputy Dean for Teaching and Learning.

Figure 2: Prof Wassermann, Acting Deputy Dean for Teaching and Learning, welcoming delegates to the Lesson Study Colloquium.

Figure 3: Prof Peter Dudley, University of Cambridge, UK, presenting on the Lesson Study overview and the UK perspective. Prof Dudley joined the session virtually.

Figure 4: Dr David Sekao, Manager of the Lesson Study Unit at the Faculty of Education, presenting on the South African Lesson Study model and its imminent adaptations.

Figure 5: Prof Yumiko Ono, Osaka Jogakuin University, Japan, presenting on reflective practice within the Lesson Study context. Prof Ono flew from Japan to South Africa to attend the LS colloquium.

Figure 6: Mr S Tlhabane, Chief Director, MST and Curriculum Enhancement Programmes, Department of Basic Education (DBE), presenting the DBE’s journey and perspective regarding Lesson Study as a means to advance mathematics curriculum quality and advancement, teacher agency, and learning outcomes.

Figure 7: Ms K Dudley, Western Cape Education Department, presenting on their province’s journey on Lesson Study since their subject advisors received a Lesson Study short course led by Dr Sekao, under the auspices of Enterprises University of Pretoria (EUP).

Figure 8: Ms M Martins, Gauteng East Education District, presenting on the district's Lesson Study intervention and the trajectory thereof.

Figure 9: Ms Andrea Vetter, UP PhD student, presenting on the affordances of two-tier diagnostic assessment in refining the South African Lesson Study model.

Figure 10: Dr Brenda Mokotedi, UP PhD graduate, presenting on the use of purposeful instructional questions within Lesson Study.

Figure 11: Mr Khwezi Masuku, UP MEd student, presenting on board writing as a pedagogical tool to facilitate learners' mathematical thinking in the Lesson Study setting.

Figure 12: Mr Koketso Moremi, UP PhD student, presenting on mathematics teachers’ professional noticing of learners’ mathematical thinking in Lesson Study.

Figure 13: Dr Lancelot Makandidze, UP PhD graduate, presenting on teachers’ professional development in teaching trigonometric functions in an Lesson Study context.

Figure 14: Ms B. Mothlasedi, mathematics teacher, presenting on her experiences in engaging in Lesson Study.

Figure 15: Ms L Dube, mathematics teacher, presenting on her experiences in engaging in Lesson Study.

Figure 16: Mr S. Magengenene, mathematics teacher, presenting on his experiences in engaging in Lesson Study.

Figure 17: Mr LT Vamba, school principal, presenting on how the school’s management supports teachers to engage in Lesson Study.

Figure 18: Delegates in attendance.

Day 2 pictures:

Figure 19: Dr David Sekao, Manager of the Lesson Study Unit at the Faculty of Education, welcoming delegates to Day 2 of the colloquium and outlining the events of the day.

Figure 20: Lesson presentation and observation.

Figure 21: Learners presenting their solutions on the board.

Figure 22: Members of the Lesson Study team, with the knowledgeable other during the post-lesson reflection.

Figure 23: Delegates in attendance engaging after the post-lesson reflection.

Figure 24: Prof Ono offering remarks on the reflective practice of the Lesson Study team.

Figure 25: Delegates in attendance at the Lesson Study Colloquium.