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

Lesson Study effectiveness for teachers’ professional learning: a best evidence synthesis The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers’ professional learning.Design/methodology/approachA 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.FindingsThese 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/valueOnly 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

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

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-04-2019-0031
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers’ professional learning.Design/methodology/approachA 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.FindingsThese 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/valueOnly 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.

Journal

International Journal of Lesson and Learning StudiesEmerald Publishing

Published: Oct 11, 2019

Keywords: Systematic review; Teacher professional development; Effectiveness; Lesson Study; Teachers’ professional learning

References