Problematizing lesson study and its impacts: Studying a highly contextualised approach to professional learning

Mark Hadfield, Michael Jopling

Research output: Contribution to journalArticlepeer-review

22 Citations (Scopus)
6 Downloads (Pure)

Abstract

Researching the efficacy of lesson study has been complicated by the manner in which it has been reinterpreted in different settings and contexts. Drawing on research into a national school improvement programme in England, this paper looks at how various reconfigurations of lesson study were affected by the different collaborative arrangements among schools and practitioners in the programme. Utilising a mixed methods approach, the paper provides and problematizes new empirical evidence concerning the effectiveness of lesson study. It concludes with a consideration of how those researching lesson study intitaives would benefit from adopting a more critical contextual analysis.
Original languageEnglish
Pages (from-to)203-214
JournalTeaching and Teacher Education
Volume60
Early online date1 Sep 2016
DOIs
Publication statusPublished - Nov 2016

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