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Organizational tasks and processes are preconditions for organizing professional learning teams but are often neglected in research. In nine schools, we examined which organizational tasks and processes were set up for lesson study, a form of a professional learning team, and in what way. Schools set up three organizational tasks and processes: recruiting participants, giving credit for timeinvestment, and scheduling meetings. Recruitment of participants was sometimes difficult when potential participants worked autonomously within their departments or teams. Credit for timeinvestment was often constrained as schools gave credit in a way that made lesson study an additional workload. Scheduling meetings was very challenging. The scheduled meetings were considered satisfactory in only one school. Here, the school leader collaborated and communicated with her teachers to plan useful and uninterrupted meetings in the timetable. Our results show that organizational work is not mundane and simple but complex and vital for embedding professional development in schools.

This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school characteristics) and the concept of organisational routines are used. Semistructured interviews were held with 21 teachers and 15 school leaders from the 14 schools who participated in the project. Findings show schools reported nine school factors that influenced their (dis)continuation of lesson study after the project: five features of employment (part-time appointment, turnover, (un) planned leave of absence, work location and beginning teachers), three malleable processes (policies on improvement, scheduling and school finances), and one fixed school characteristic (school size). School factors were reported to constrain schools from making lesson study a repeated practice in the school, performing its core features, and ensuring collective attendance. Two narrative portraits revealed that the simultaneous occurrence of school factors made continuing with lesson study especially complex and limited schools' ability to move beyond shortened and simplified initiatives to more rich and meaningful professional development.

FL literature lessons in Dutch secondary education present a potential dilemma for teachers in terms of language use. On the one hand teachers are encouraged to support target language (TL) input and output to promote foreign language (FL) learning. On the other hand, the curricular culture in the Netherlands has historically stipulated that FL literature teaching should take place in the first language (L1). Furthermore, studies on TL/L1 use in FL lessons suggest teachers and students turn to L1 when discussing complex content such as a passages from a literary texts. As such, it is unknown what is currently happening regarding TL/L1 use during FL literature lessons in the Netherlands. Therefore, this descriptive study investigates how much and during which classroom activities TL/L1 were used in English as a foreign language (EFL) literature classrooms. Twenty-four lessons (four for each of six teachers) were video-recorded and TL/L1 use analysed. Results show that although students used mostly L1, teachers predominantly used TL, revealing them to be actively providing a language focus in EFL literature lessons. TL/L1 use by teachers and students differed between classrooms and individual lessons; TL/L1 choice was generally not determined by classroom activities but by teacher consistency and encouragement.

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