Although the effects of Lesson study (LS), a teacher collaborative professional development approach, on teacher professional learning and students learning have been widely documented, the theories for understanding of LS has just emerged as a research field. Interconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) have been used individually to document teachers' professional learning. In this study, a networked framework is proposed by locally integrating these two theories. A lesson study facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons are collected and analyzed. The results show that the teachers' resource system evolved from adoption to adaptation with consideration of student learning. This study contributes to networking theories and its usefulness in LS context. [For the complete proceedings, see ED630210.]