# data[].attributes.body
The tension between challenging teachers during LS and wanting them to engage in LS more often is interesting. Is a challenging learning environment a prerequisite for a rewarding LS experience? And if so, how do you facilitate this in order to make it just challenging enough (in line with the zone of proximal development)? (Netherlands)

# data[].attributes.headline
Can you define "didactic scale" and "trialogic space"?

# data[].attributes.subject
Can you define "didactic scale" and "trialogic space"?

# data[].attributes.headline
About what to prioritise: Who makes the choices?Based on what? Is it explicit? Is there any research on that? (Switzerland)

# data[].attributes.subject
About what to prioritise: Who makes the choices?Based on what? Is it explicit? Is there any research on that? (Switzerland)

# data[].attributes.headline
As a facilitator, how to be aware of the dynamic and, at the same time, participate in the group dynamic? (Portugal)

# data[].attributes.subject
As a facilitator, how to be aware of the dynamic and, at the same time, participate in the group dynamic? (Portugal)

# data[].attributes.headline
What do innovative tools look like? How could we evaluate children's activities? (Japan)

# data[].attributes.subject
What do innovative tools look like? How could we evaluate children's activities? (Japan)

# data[].attributes.headline
Regarding teachers as facilitators: How to choose teachers? Do they have to apply or do the leader group pick them? (Norway)

# data[].attributes.subject
Regarding teachers as facilitators: How to choose teachers? Do they have to apply or do the leader group pick them? (Norway)

# data[].attributes.headline
How do you manage the balance between directivity and autonomy when facilitating LS groups? (Spain)

# data[].attributes.subject
How do you manage the balance between directivity and autonomy when facilitating LS groups? (Spain)

# data[].attributes.headline
Is collaborating with teachers effective to improve practices? Are there any point we need to consider while we conducting case study with teachers? (Japan)

# data[].attributes.subject
Is collaborating with teachers effective to improve practices? Are there any point we need to consider while we conducting case study with teachers? (Japan)

# data[].attributes.headline
What facilitator moves are more effective than others in leading to productive teacher talk? (Singapore)

# data[].attributes.subject
What facilitator moves are more effective than others in leading to productive teacher talk? (Singapore)

# data[].attributes.headline
How do facilitators support teachers' use of specialised language to talk about students' learning? (UK)

# data[].attributes.subject
How do facilitators support teachers' use of specialised language to talk about students' learning? (UK)

# data[].attributes.headline
(2) How does the facilitation of a Lesson Study differ according to the school levels of the research lesson? How to face this diversity? (Italy)	

# data[].attributes.subject
(2) How does the facilitation of a Lesson Study differ according to the school levels of the research lesson? How to face this diversity? (Italy)	

# data[].attributes.headline
(1) The facilitation of a Lesson Study, in your opinion, how much is determined by cultural aspects? How to take it into account? (Italy)

# data[].attributes.subject
(1) The facilitation of a Lesson Study, in your opinion, how much is determined by cultural aspects? How to take it into account? (Italy)

# data[].attributes.headline
How do you encourage to build collaborative talk between teachers? (Turkey)

# data[].attributes.subject
How do you encourage to build collaborative talk between teachers? (Turkey)

# data[].attributes.headline
(3) Lesson design often has a major limitation among our groups: the group's skills in knowing what and how to observe; what suggestions for effective facilitation to support the group in designing the classroom observation?	(Italy)		

# data[].attributes.subject
(3) Lesson design often has a major limitation among our groups: the group's skills in knowing what and how to observe; what suggestions for effective facilitation to support the group in designing the classroom observation?	(Italy)		