ABSTRACT
This chapter gives a reflective account of the application of a masters-level Lesson Study module as a whole-school professional development approach. The author, a headteacher of an all-through school for children aged 4–16, shares his Lesson Study journey and explores the potential of Lesson Study in shifting emphasis to teacher collaboration and pupil learning. The chapter begins with a discussion of theoretical tools such as Variation Theory and the Process Model before introducing Lesson Study as continuous professional development activity for all staff. The reflections offer valuable insight on the influence of Lesson Study in transforming school culture and teacher learning.
