ABSTRACT
This chapter explores practitioner-led research driven by a need to correct an injustice. L. Stenhouse similarly describes the ideal role of good teachers as -necessarily autonomous in professional judgement. M. O'Leary refers to the use of lesson study as one possible alternative to graded lesson observation. P. Dudley finds that lesson study is a popular, powerful and replicable process for innovating, developing and transferring pedagogic practice. The element of measuring effectiveness in lesson study may appease managers who require a demonstrable impact on student progress and attainment, teaching and evaluation process as professional learning is undertaken in classrooms through collaborative enquiry, and learning is seen in sharper, more analytical detail. Exceptional schools invest systematically in professional learning. Continuing professional development (CPD) is underpinned by theory and research, and CPD is effective because it involves teachers exploring evidence at all levels of input.
