2024 №3 / Making a lasting difference: how can schools sustainably implement Lesson Study as an in-service professional development approach?
Making a lasting difference: how can schools sustainably implement Lesson Study as an in-service professional development approach?
Authors: Sarah Seleznyov
DOI: 10.62670/2308-7668.2024.49.3.005
Source: Issue: vol. 49 No. 3: 30 September 2024
Publisher: PE "Center of Excellence"
Document type: Review article
Abstract
This article explores what can be learnt from decades of Lesson Study activity in the UK, with a view to supporting its international implementation more broadly.
The article begins by exploring the findings of a policy network analysis of how Lesson Study came to the UK and moved around people, organisations and events, as well as shifts in the importance of various key “policy entrepreneurs” over time as they shaped the trajectory of Lesson Study. It also explores the extent to which those engaged with Lesson Study believe that the last 40 years of work have led to fruitful outcomes in terms of teacher education.
Subsequently, the article explores implementation lessons drawn from six case studies of the adoption of Lesson Study in UK schools, including both sustained and abandoned cases, to analyse the challenges and possibilities for Lesson Study in schools.
Finally, it suggests further avenues of research which the international Lesson Study research community might usefully consider.
The article begins by exploring the findings of a policy network analysis of how Lesson Study came to the UK and moved around people, organisations and events, as well as shifts in the importance of various key “policy entrepreneurs” over time as they shaped the trajectory of Lesson Study. It also explores the extent to which those engaged with Lesson Study believe that the last 40 years of work have led to fruitful outcomes in terms of teacher education.
Subsequently, the article explores implementation lessons drawn from six case studies of the adoption of Lesson Study in UK schools, including both sustained and abandoned cases, to analyse the challenges and possibilities for Lesson Study in schools.
Finally, it suggests further avenues of research which the international Lesson Study research community might usefully consider.
Key words: implementation, professional development, Lesson Study, policy transfer, sustainability
References
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2. Wood, P., Fox, A., Norton, J. and Tas, M. (2017). The Experience of Lesson Study in the UK. The
Palgrave International Handbook of Action research, pp. 203–220.
3. Ball, S.J. (1998). Big policies/small world: An introduction to international perspectives in education policy. Comparative education, 34(2), pp. 119–130.
4. Ball, S.J., Junemann, C. and Santori, D. (2017). Edu.net: Globalisation and education policy mobility.
Routledge.
5. Peck, J. and Theodore, N. (2010). Mobilizing policy: Models, methods, and mutations. geoforum, 41(2), pp. 169–174.
6. Seleznyov, S., Ehren, M., & Goei, S.L. (in draft). Lesson Study: a policy borrowing network analysis.
7. Langan-Fox, J., & Cooper, G. L. (Eds.). (2014). Network, influence and conflict. London: Routledge.
8. Seleznyov, S., Ehren, M., & Goei, S.L. (in publication). ‘Borrowed’ professional development approaches in English schools: the case of Lesson Study as a sustainable approach to teacher learning.
2. Wood, P., Fox, A., Norton, J. and Tas, M. (2017). The Experience of Lesson Study in the UK. The
Palgrave International Handbook of Action research, pp. 203–220.
3. Ball, S.J. (1998). Big policies/small world: An introduction to international perspectives in education policy. Comparative education, 34(2), pp. 119–130.
4. Ball, S.J., Junemann, C. and Santori, D. (2017). Edu.net: Globalisation and education policy mobility.
Routledge.
5. Peck, J. and Theodore, N. (2010). Mobilizing policy: Models, methods, and mutations. geoforum, 41(2), pp. 169–174.
6. Seleznyov, S., Ehren, M., & Goei, S.L. (in draft). Lesson Study: a policy borrowing network analysis.
7. Langan-Fox, J., & Cooper, G. L. (Eds.). (2014). Network, influence and conflict. London: Routledge.
8. Seleznyov, S., Ehren, M., & Goei, S.L. (in publication). ‘Borrowed’ professional development approaches in English schools: the case of Lesson Study as a sustainable approach to teacher learning.