Lesson Study (Collaborative Inquiry)
Lesson study (jugyou kenkyuu) is a collaborative, cyclical form of teacher professional development and practitioner inquiry that originated in Japan. A team of teachers studies the curriculum, sets a shared learning goal, jointly designs a 'research lesson,' has one member teach it while the others observe students closely, and then debriefs against the evidence to revise the lesson and their understanding of teaching. Rather than improving a single lesson, its deeper aim is to build teachers' professional knowledge through disciplined, evidence-based collective inquiry.
Source record
Citations copied verbatim from the method’s source record. No claim-level verification is inferred from them.
- Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14. · DOI 10.3102/0013189X035003003
- Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. · ISBN 9780684852744
Curated claims
Claims persisted in the evidence ledger, each with its own assessment.
This view does not invent a claim assessment when the ledger has none.
Related methods
Generated from the method graph and shown as machine-suggested relations — no evidence claim is inferred.