ABSTRACT
This chapter argues that more time is needed to encourage 'slow thinking' through professional discussion, curriculum and pedagogic development. Lesson study is an approach for improving student learning and teacher pedagogy through the collaborative development of lessons. Teachers need to operate in fast time – it is inherent to the job – but they also need significant opportunity for periods of 'slow time' to act individually and collaboratively to affect positive change in the contexts in which they work. Lesson study originated in Japan, and developed as an approach to pedagogic development. Central to the use of lesson study is the opportunity for teachers to work together to understand and develop learning, based on collaborative endeavour and dialogue. When new initiatives are presented by government, lesson study groups play a role in establishing the changes at school level in a coherent fashion.
