ABSTRACT
This chapter helps to build a broader understanding of what makes a lesson study; what liberties can be taken with its design without harming its power, and what seemingly harmless adaptations can render the resulting process one so weakened that it should not be termed as Lesson Study (LS). It provides a background to LS and works to promote the deep teacher learning that change practice and improves learning for pupils and shows how it is developing in the UK. In 2007 the World Association of Lesson Studies (WALS) was formed in Hong Kong and works to share the lesson studies, LS research and promotes the LS practices around the world. The other reason is deeper and that the LS often unearths what Jim Oshea, a head teacher who is interviewed in the chapter, calls unexpected outcomes which can threaten leaders who lack the confidence to deal with the non-linearity of school development.
