ABSTRACT
This chapter highlights the teacher learning realized through engagement in the processes of two systematic teacher-driven methodological approaches for improving student learning, which in turn support teacher learning: lesson study and learning study. Both lesson and learning study involve teachers working collaboratively using the processes of action research to jointly plan and implement lessons that are then examined for their effectiveness in producing student learning. It reflects on key themes suggested by the preceding discussions of lesson and learning study in various country contexts against a larger backdrop of developments in the continuing professional development of teachers. The chapter closes with observations on what we see as a growing professional development reform that is gathering momentum internationally, the introduction of lesson and learning study for the development of teacher competencies to produce learner responsive pedagogies which take into account the "particulars" in diverse sites of practice.
