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Lookup NU author(s): Dr Rachel Lofthouse
This is the authors' accepted manuscript of a book chapter that has been published in its final definitive form by Wydawnictwo Attyka, 2017.
For re-use rights please refer to the publisher's terms and conditions.
Lesson Study is a form of teacher inquiry which relies on collaboration and focuses teachers’ attention to specific pupils that they are currently teaching. It uses a cumulative and cyclical plan, do, review structure and draws teachers into conversations through which they consider plans for teaching, develop hypotheses about pupil learning and engagement, participate in inquiry-based lesson observations and experience meaningful reflection and evaluation. In this chapter the characteristic features and qualities of Lesson Study are outlined. Two school case studies are shared, one from a primary and one a secondary setting. Evidence from the Lesson Study groups illustrates the significance of the focus on case pupils, and reinforces how engagement in Lesson Study can actively change professional learning cultures. We hope to demonstrate that it is a means through which individual professional learning and whole school development might come together through paying close attention to the mechanisms through which teaching practices and teacher leaning can realistically be developed. We conclude with a consideration of the advantages of Lesson Study in supporting teacher inquiry, but also caveats about its possible limitations.
Author(s): Lofthouse R, McElwee S, King C, Lofthouse C
Editor(s): Pete Boyd; Agnieszka Szplit
Publication type: Book Chapter
Publication status: Published
Book Title: Teachers and Teacher Educators Learning Through Inquiry: International Perspectives
Year: 2017
Pages: 63-80
Print publication date: 18/08/2017
Acceptance date: 09/01/2017
Publisher: Wydawnictwo Attyka
Place Published: Krakow
Library holdings: Search Newcastle University Library for this item
ISBN: 9788365644282
