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Title
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Lesson Study effectiveness for teachers' professional learning : a best evidence synthesis
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Author
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Abstract
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| 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. |
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Language
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English
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Source (journal)
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INTERNATIONAL JOURNAL FOR LESSON AND LEARNING STUDIES
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Publication
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Bingley
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Emerald group publishing ltd
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2019
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ISSN
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2046-8253
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DOI
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10.1108/IJLLS-04-2019-0031
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Volume/pages
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8
:4
(2019)
, p. 257-271
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ISI
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000489748000001
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Full text (Publisher's DOI)
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Full text (open access)
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