ABSTRACT
Lesson Study originated in Japan; it has been used as a form of pedagogical knowledge development for Japanese teachers since at least the 1870s. However, its acknowledgement and use in Western cultures is comparatively recent. Whilst the implementation of Lesson Study varies across the world, the version that has become popular in the UK generally involves a team of three teachers working towards a shared goal. The lesson is then revised to take into account the new-found pedagogical knowledge; consequently, the lesson plan becomes a collaborative artefact, acting as a blueprint for another class. Lesson Study develops pedagogy because it encourages teachers to challenge their existing thinking, and facilitates a space for them to learn from each other in ways that are often widely different from their day-to-day practices. Once the lesson is over, the three teachers and the case students convene for a post-lesson discussion, wherein they will evaluate the lesson.
