The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers’ professional learning.
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.
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.
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.
Willems, I. and Van den Bossche, P. (2019), "Lesson Study effectiveness for teachers’ professional learning: a best evidence synthesis", International Journal for Lesson and Learning Studies, Vol. 8 No. 4, pp. 257-271. https://doi.org/10.1108/IJLLS-04-2019-0031
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