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

Iris Willems (Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium)
Piet Van den Bossche (Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium) (School of Business and Economics, Maastricht University, Maastricht, The Netherlands)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Article publication date: 17 July 2019

Issue publication date: 11 October 2019

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.

Keywords

Citation

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

Publisher

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Emerald Publishing Limited

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