Abstract
Purpose The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers' professional learning. Design/methodology/approach A 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. Findings These 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/value Only 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 language | English |
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Pages (from-to) | 257-271 |
Number of pages | 15 |
Journal | International Journal for Lesson and Learning Studies |
Volume | 8 |
Issue number | 4 |
DOIs | |
Publication status | Published - 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