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What and how do teachers learn by participating in lesson study (LS)?

Conference paper
Authors Airi Rovio-Johansson
Published in Paper presented at the World Association of Lesson Studies (WALS) Conference, 3-6 September 2019, at Vrije University (VU), Amsterdam, Netherlands.
Publication year 2019
Published at Gothenburg Research Institute (GRI)
Language en
Keywords lesson study, teacher learning, learning study, learning theory, lesson study facilitation
Subject categories Learning, Didactics, Educational Sciences


Lesson Study (LS), in all its adaptations emphasises the use of evidence to guide teachers’ collaborative reflection on what works in the classroom. From a qualitative meta-analysis of a sample of reports of these studies we have identified what they tell us about their effect on teacher learning - about what works from the perspectives of the teachers involved, and why the design and facilitation of the LS works from the perspectives of the facilitators and researchers involved. Our review sought answers to two questions. Firstly, what do teachers learn by taking part in LS? The first focus of the review is on LS as critical reflection on practice, as teacher learning voiced by teachers. Secondly, what is the theory of learning that underpins the design, facilitation and evaluation of the LS? The second focus of the review is on the design for teacher learning voiced by facilitators of LS.

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