ABSTRACT
The spread of lesson study in Singapore schools took a phenomenal leap in 2010 after the Ministry of Education (MOE) announced the introduction of the Professional Learning Communities (PLC) initiative as a move to raise the quality of teacher professional development, and lesson study as one of the tools to be used in the PLCs. This variety could reveal differences in how lesson study is conceptualized and understood, organized and implemented. The rapid growth of lesson study in Singapore reflects a strong belief in the educational community that lesson study has the potential to bring about an impact on teacher learning and develop teacher's capacities in curriculum, pedagogy and assessment. The authors have found it enlightening to study how Singaporean educators have conceptualized and understood, organized and implemented lesson study in their own contexts. This study has revealed to us the paradigm shift that must take place if educators are to embrace the spirit and substance of lesson study.
