ABSTRACT
This chapter explores the dialogic nature of Lesson Study (LS) discussions, focusing in particular on dialogue forms that promote professional learning. It examines the modes of analysis that have proved fruitful in revealing the learning occurring in these discussions and the nature of the forms of knowledge that are drawn upon and developed. Models of LS involve one or more cycles of research lessons which are collaboratively planned. The role of talk in the processes of both teacher and pupil learning is of critical importance. The chapter focuses on the role of talk in teacher learning, in contexts of LS. It seeks to make a case for LS as an important process for teacher learning that improves pupil learning through joint deliberate practice that cyclically interleaves review of current teaching and observed pupil learning with reflective and reflexive LS group dialogues.
