The research aims at exploring the experiences of developing professional development with science teachers through lesson study approach in Malaysia. The research will further explore on possibility of collaboratively develop materials, ways of implement the teaching and learning materials and reveal the impact to participating teachers. Hence the research centred on the following inquiries: 1) What are the areas of professional development needed by participating science teachers? 2) In what ways do participating teachers collaboratively develop, implement and evaluate the science teaching and learning materials? 3)To what extend does lesson study influence science teacher’s professional development?

The research is based on Illeris (2011) work and the three dimensions of learning and competence development.The interaction element is shaped by how teachers interact with their surroundings and serves to promote their personal integration within their school context.These three learning dimensions combine to reveal teacher competencies, which are a blend of functionality,sensibility, and sociality.In response to the paucity of research that leveraged theoretical approaches to explore professional learning through lesson study (Xu and Pedder, 2015), a professional learning model that centred on learning in the workplace was chosen.Reviews (e.g. Takahashi and McDougal, 2016; Xu, 2016) find scant evidence of teachers' reflective experiences in terms of their own professional learning.In this model,the professional learning dimensions of Incentive,Content, and Interaction are viewed as interacting within a larger context.When a teacher learns, it is essential to comprehend the "mobilisation of mental energy"(Illeris, 2011) involved-the incentives.By engaging in lesson study (LS), teachers may acquire a better understanding of the content - (1) how students learn,(2) how their pedagogies engage students, (3) how to collaborate effectively with others, and (4) the processes of evidence-gathering that inform practise. Interaction is considered an essential dimension of professional learning (Illeris, 2011). Rigorous scrutiny through conversations about such inquiries with a broad group of others, driven by curiosity, honesty, and open-mindedness, has been identified as an essential feature of high-quality lesson study (Elliott, 2019).The potential to critically reflect on whether the capacity for profound critical reflection on planning for, observing, and acquiring evidence regarding student learning facilitates teacher learning for future practise (Bocala, 2015; Cajkler et al., 2015).This kind of dialogic support could come from peers, "knowledgeable others" (Bae et al., 2016, p. 172), like mentors (Cajkler and Wood, 2016), or senior school leaders (Takahashi and McDougall, 2016), who could help with all three parts of teacher learning. 

In accordance with a critical participatory action research as a research design (Kemmis et al., 2014), the research will be carried out in three consecutive qualitative stages. i)Reconnaissance involving focus group discussions (FGD) that establishing a public spheres with thematic analysis and respondent validation with democratic validity ii)Action plan(Planning and Enacting)involving researcher’ field notes,teaching and learning documents,reflective journals,conservations,video and audio recordings,structured observational notes/checklist and Interpretive Phenomenological Analysis (Smith,2013)with expert validation,dialogic and process validity iiii)Reflecting involving focus group discussion and thematic analysis (Clarke&Braun,2014)with outcome validity. Based on the preceding steps, the study employs a variety of data collection methods. Eight teachers and four groups of students (a total of 24 are expected) will be recruited (purposive sampling)

The findings of this study will cast light on the current state of pedagogical practises in lesson study. Research is required to support teachers in understanding the connection between lesson study and long-term professional development and in transforming their practises. At the conclusion of the research period, the following two articles are envisioned: i)Teacher learning through lesson study in Malaysia ii)From lesson to learning study:the experience of classroom based professional development in Malaysia. The articles will be submitted until the conclusion of the academic year 2024 to a number of international journals on science education and teacher education.

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