Lesson Study effectiveness for teachers' professional learning: a best evidence synthesis. Issue 4 (17th July 2019)

• Record Type: Journal Article
• Authors: Willems, Iris; Van den Bossche, Piet
• Is Part Of: International journal for lesson and learning studies. Volume 8:Issue 4(2019)
• Page Start: 257
• Page End: 271
• Publication Date: 2019-07-17
• Subjects: Systematic review -- Teacher professional development -- Effectiveness -- Lesson Study -- Teachers' professional learning; Education -- Study and teaching -- Periodicals; Teaching -- Periodicals; Learning -- Periodicals; 370.7105
• DOI: 10.1108/IJLLS-04-2019-0031
• Languages: English
• ISSNs: 2046-8253

Abstract

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.