Lesson study is a collaborative approach to professional development that originated in Japan. Since 1999, when Stigler and Hiebert first wrote about lesson study as a model for improvement of classroom practice in the US, lesson study has enjoyed an enduring fascination for teachers around the world. US and Japanese researchers have written extensively about the challenges of adopting the lesson study model in a US context. But very few researchers have focused on the nature of implementation in an English context. What does this mean for English schools wanting to implement a lesson study approach?
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