Recalling Freire's lessons on education and teacher development, this study embraces the transformative power of dialogue. In the context of Brazilian public schools, where education faces challenges such as rigid curriculum prescriptions, the researchers implemented a Lesson Study cycle as a dialogic teacher development intervention. Despite…

This qualitative case study investigates how faculty members in a Title I middle school engage in collaborative practices to enhance professional growth without formal professional learning. Framed within a descriptive lens (Merriam, 1998) and informed by Brown and Duguid's Community of Practice (CoP) framework (1991), the study addresses two…

Purpose: This paper focuses on prospective teachers' (PTs) participation in a lesson study (LS) that prompted them to research their own practice. We seek to describe the dimensions of PTs' knowledge of student learning developed during the process and the LS features fostering it. Design/methodology/approach: The participants were two PTs, a…

Purpose: The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders. Design/methodology/approach: Conducting a systematic literature review, we searched three scientific databases and Google Scholar,…

This study focuses on three essential concepts -- collaboration, action, and research. It was initiated by three former teacher educators (TEs) at Asmara Community College of Education (ACCE), Eritrea (now defunct), and data was drawn from their written accounts and rigorous reflective discussions. It illuminates the lines of development while…

There is a defined need to provide accessible and effective professional development for 4-H educators. Lesson study is a Community of Practice-based approach to educator professional development. Prior research has shown lesson study to be effective with 4-H staff, adult volunteers, and teen volunteers. This inquiry, a multisite case study, was…

Background or Context: Amid a backdrop of increasing deprofessionalization of teaching and teacher education, education researchers and reformers continue to highlight the complexity and expertise of these professions. Expertise-as-process (Bereiter & Scardamalia, 1993) is a conception of expertise that eschews the traditional focus on…

Purpose: The purpose of this paper is to explore students' mathematization through a flow of lessons using the Thailand Lesson Study Incorporated Open Approach (TLSOA) to improve the excellence of instruction. Design/methodology/approach: A total of 16 Grade 4 students were selected because they have been taught using the TLSOA model for four…

Purpose: This qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates' (TCs') professional knowledge and instructional growth in the teacher-educator classroom. Design/methodology/approach: For this study, JLS took place in two different methods courses and followed the lesson…

Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both international and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study…

Purpose: Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with…

There is growing interest in the value of teacher-learning communities for practice improvement. Lesson Study is an approach to build capacity, strengthen professional communities among teachers, and improve teaching. This article explores the function of leadership in LS. Literature searches were conducted in social science and education…

Scaffolded faculty development is a recognized approach for enhancing teaching practices. Aga Khan University (AKU) adopted this method to elevate the quality of teaching and learning practices, promote a culture of excellence in higher education, and establish a sustainable faculty development model. AKU's scaffolded faculty development approach…

Lesson study (LS), a teacher-oriented, student-focused professional development (PD) approach that originated in Japan, has spread globally. However, existing literature on the implementation of LS and its effectiveness provides inconsistent results, suggesting a need to review current research on LS. With a focus on LS in mathematics education,…

Purpose: This study aimed to evaluate the impact of four cross-institutional teaching enhancement projects (TEPs), a relatively new form of professional collaboration. The focus is on the impact at departmental, institutional and cross-institutional levels because such impact is the main reason for establishing cross-institutional TEPs.…