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- Vol 6 RE: Chapter 8, App D
lesson studycollaborative teacher learningresearch lessonspupil observationlesson redesignevidence-informed pedagogyinstructional facilitationJournal article Evidence summaryAt a glance
Cajkler and colleagues examine lesson study as collaborative professional learning in a secondary school.
Key ideas
Teacher groups jointly identified a learning issue, planned a research lesson, observed pupils closely, discussed evidence, and revised the lesson. The process shifted attention from evaluating an individual teacher toward investigating how learners responded to particular pedagogical choices. Participants valued the structured dialogue, shared responsibility, exposure to colleagues' thinking, and opportunity to connect observation with lesson redesign. The study also identifies practical and cultural challenges, including time, unfamiliarity with close observation, and the need for facilitation that protects inquiry from becoming judgemental.
Why it matters
For school leaders and teachers, the findings support using lesson study as a repeated evidence-informed cycle, selecting a focused learner problem, assigning observers to collect relevant evidence, and making post-lesson discussion an analysis of learning rather than a performance review.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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