Porovnať metódy

	Štúdium lekcií – Kolaboratívne skúmanie praxe pre zlepšenie výučby	Akčný výskum
Odbor	Terénne metódy	Kvalitatívny výskum
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	Late 19th century Japan; international dissemination from 1999	1946
Tvorca	Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert	Kurt Lewin; expanded by Kemmis, McTaggart, Reason & Bradbury
Typ	Collaborative practitioner inquiry / professional development research	Method
Pôvodný zdroj	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: 978-0684852744	Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46.
Ďalšie názvy	Jugyou Kenkyuu, LS, collaborative lesson research, teaching study	Participatory Action Research, PAR, Collaborative Inquiry
Príbuzné	5	1
Zhrnutie	Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide.	Action research is a collaborative research methodology in which researchers work with practitioners and community members to investigate a problem, implement change, and evaluate outcomes, cycling through reflection, action, and learning. Developed by Kurt Lewin (1946), action research bridges research and practice, aiming simultaneously to produce knowledge and practical improvement.