Lesson Study effectiveness for teachers' professional learning: a best evidence synthesis

Iris Willems*, Piet Van den Bossche

*Corresponding author for this work

Research output: Contribution to journalReview articleAcademicpeer-review

Abstract

The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers??? professional learning.Design/methodology/approachA systematic review of relevant papers published between January 2010 and April 2018 was performed. To accomplish the best evidence synthesis, relevant studies were selected based upon well-chosen keywords and inclusion criteria. Afterwards, the quality of the remaining studies was assessed by using a critical appraisal checklist combined with a strength and weakness analysis. Data sources included relevant articles identified through digital searches on Education Research Information Centre and Web of Science, as well through snowball sampling and personal contacts. A total of five studies meeting inclusion criteria were retained for this review.FindingsThese five studies describe LS as a powerful professional development approach because of its positive impact on teachers??? professional learning. A significant improvement or change for knowledge, skills, behaviour and beliefs has been reported among teachers.Originality/valueOnly studies with a design that shows high effectiveness were selected. The sample of relevant studies is currently small. As a consequence more large-scale and long-term research which illustrates the short and long-term effects of the LS approach on teachers??? and students??? learning is desirable.
Original languageEnglish
Pages (from-to)257-271
Number of pages15
JournalInternational Journal for Lesson and Learning Studies
Volume8
Issue number4
DOIs
Publication statusPublished - 3 Oct 2019

Keywords

  • Systematic review
  • Teacher professional development
  • Effectiveness
  • Lesson Study
  • Teachers' professional learning
  • PEDAGOGICAL CONTENT KNOWLEDGE
  • MATHEMATICS
  • IMPACT
  • COMPETENCE
  • EFFICACY
  • BELIEFS
  • DEVELOP
  • GROWTH
  • PUPILS
  • TRIAL

Cite this

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title = "Lesson Study effectiveness for teachers' professional learning: a best evidence synthesis",
abstract = "The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers??? professional learning.Design/methodology/approachA systematic review of relevant papers published between January 2010 and April 2018 was performed. To accomplish the best evidence synthesis, relevant studies were selected based upon well-chosen keywords and inclusion criteria. Afterwards, the quality of the remaining studies was assessed by using a critical appraisal checklist combined with a strength and weakness analysis. Data sources included relevant articles identified through digital searches on Education Research Information Centre and Web of Science, as well through snowball sampling and personal contacts. A total of five studies meeting inclusion criteria were retained for this review.FindingsThese five studies describe LS as a powerful professional development approach because of its positive impact on teachers??? professional learning. A significant improvement or change for knowledge, skills, behaviour and beliefs has been reported among teachers.Originality/valueOnly studies with a design that shows high effectiveness were selected. The sample of relevant studies is currently small. As a consequence more large-scale and long-term research which illustrates the short and long-term effects of the LS approach on teachers??? and students??? learning is desirable.",
keywords = "Systematic review, Teacher professional development, Effectiveness, Lesson Study, Teachers' professional learning, PEDAGOGICAL CONTENT KNOWLEDGE, MATHEMATICS, IMPACT, COMPETENCE, EFFICACY, BELIEFS, DEVELOP, GROWTH, PUPILS, TRIAL",
author = "Iris Willems and {Van den Bossche}, Piet",
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year = "2019",
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Lesson Study effectiveness for teachers' professional learning : a best evidence synthesis. / Willems, Iris; Van den Bossche, Piet.

In: International Journal for Lesson and Learning Studies, Vol. 8, No. 4, 03.10.2019, p. 257-271.

Research output: Contribution to journalReview articleAcademicpeer-review

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N2 - The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers??? professional learning.Design/methodology/approachA systematic review of relevant papers published between January 2010 and April 2018 was performed. To accomplish the best evidence synthesis, relevant studies were selected based upon well-chosen keywords and inclusion criteria. Afterwards, the quality of the remaining studies was assessed by using a critical appraisal checklist combined with a strength and weakness analysis. Data sources included relevant articles identified through digital searches on Education Research Information Centre and Web of Science, as well through snowball sampling and personal contacts. A total of five studies meeting inclusion criteria were retained for this review.FindingsThese five studies describe LS as a powerful professional development approach because of its positive impact on teachers??? professional learning. A significant improvement or change for knowledge, skills, behaviour and beliefs has been reported among teachers.Originality/valueOnly studies with a design that shows high effectiveness were selected. The sample of relevant studies is currently small. As a consequence more large-scale and long-term research which illustrates the short and long-term effects of the LS approach on teachers??? and students??? learning is desirable.

AB - The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers??? professional learning.Design/methodology/approachA systematic review of relevant papers published between January 2010 and April 2018 was performed. To accomplish the best evidence synthesis, relevant studies were selected based upon well-chosen keywords and inclusion criteria. Afterwards, the quality of the remaining studies was assessed by using a critical appraisal checklist combined with a strength and weakness analysis. Data sources included relevant articles identified through digital searches on Education Research Information Centre and Web of Science, as well through snowball sampling and personal contacts. A total of five studies meeting inclusion criteria were retained for this review.FindingsThese five studies describe LS as a powerful professional development approach because of its positive impact on teachers??? professional learning. A significant improvement or change for knowledge, skills, behaviour and beliefs has been reported among teachers.Originality/valueOnly studies with a design that shows high effectiveness were selected. The sample of relevant studies is currently small. As a consequence more large-scale and long-term research which illustrates the short and long-term effects of the LS approach on teachers??? and students??? learning is desirable.

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