Insights towards cultural aspects and related impacts of Lesson Study practices: a systematic review

Abstract

Lesson Study (LS) is a professional development model that Japanese teachers have been utilizing for over a century. Although several scholars have proclaimed the benefits of adopting LS in international educational systems, it is still unclear how LS has been used and how it should be implemented in cultures beyond Japan. In order to shed light on the theme, an International Systematic Literature Review was conducted aiming to (1) identify specific features of LS practices as they are developed in different settings, (2) verify and analyze what cultural aspects may have impacted the implementation of LS, and (3) verify and develop analysis of challenges for the use of successful practices of LS in international contexts. 5 international academic databases were searched in order to identify 28 publications. This investigation provides multiple evidences of the fast global spread of LS and reveals that some key adaptations or redesigns are conducted so that LS meets local needs and conditions. It argues that time constraint, financial support, search for quick results and inclusion of knowledgeable others are critical aspects that should be considered when introducing LS to a new context. Finally, this study suggests further avenues for research to deepen the understanding of how the LS movement should be properly implemented in different contexts outside Japan.

THE POTENTIAL OF LESSON STUDY AND SELF-EFFICACY TO ENHANCE TEACHER PROFESSIONAL DEVELOPMENT: a systematic literature review

“…It is noted that some studies investigated more than one subject. This result corroborates previous studies that identified that LS was most investigated in the field of mathematics education (GÜLHAN, 2021) followed by science (FLUMINHAN;SCHLÜNZEN;SCHLÜNZEN JUNIOR, 2021). Surprisingly, one study did not make it clear which subject area the LS approach involved.…”

“…In a systematic review carried out to investigate how the Lesson Study is implemented in Turkey, Gülhan (2021) identified that time to meet the teachers emerged as one of the difficulties for the development of LS. Along the same line, previous studies pointed to the necessity of investing resources in order to enable teachers to participate in the LS activities (TAKAHASHI;McDOUGAL, 2016;FLUMINHAN;SCHLÜNZEN;SCHLÜNZEN JUNIOR, 2021).…”

ARTICULAÇÃO ENTRE A ABORDAGEM CCM E O LESSON STUDY: desenvolvimento profissional docente promissor para uma educação inclusiva

“…These include, for example, "migrants, refugees or students with disabilities, as well as others that do not belong in a particular group that is receiving special attention" (Messiou & Ainscow, 2020, p. 6), such as the ones that are very quiet or who present challenging behaviour. Whilst LS is rooted in the teachers´ perspective (Lewis et al, 2006;Fluminhan et al, 2021), the Inclusion Inquiry brings students´ engagements, views and contribution as central features to facilitate teachers´ development and improve their capacity to respond to diversity.…”