Professional learning of teachers through a lesson study process in England: Contexts, mechanisms and outcomes

Abstract

Purpose

This paper aims to discuss findings from a development and research project using the lesson study (LS) method in England, which had the overall aim of improving learning opportunities for pupils identified as having moderate learning difficulties (MLD). MLD is one of the most prevalent areas of special educational needs in the UK and the project is the first UK attempt to use LS with pupils with identified learning difficulties. The contexts, mechanisms (processes) and outcomes of the lesson studies carried out at the project schools are discussed and analysed.

Design/methodology/approach

The paper outlines and discusses how teachers carried out lesson studies in 14 secondary schools and evaluates the lesson study processes in their school contexts by using both qualitative and quantitative research methods. The methodology uses a realist evaluation approach which links contexts, mechanisms and outcomes in order to develop and test a programme theory.

Findings

The teachers reported positive processes and outcomes of the lesson study experience for themselves and for the pupils with MLD, but outcomes for the schools were more ambiguous. The findings raise issues about the importance of wider support for the LS process in schools for its successful implementation as well as potential difficulties that teachers may face when engaged in the process.

Originality/value

The paper shows how LS methods can be applied to the professional learning of teachers focused on teaching pupils with learning difficulties in ordinary and some special schools. In so doing, it contributes to the developing literature about Lesson Study in the West. The analysis goes beyond the description of LS practice to examine empirically how LS outcomes arise from specific processes in particular contexts. The findings are relevant to teachers, professional developers and researchers with LS interests as well as educators interested in developing inclusive practices for pupils with special educational needs.

Citation

Ylonen, A. and Norwich, B. (2013), "Professional learning of teachers through a lesson study process in England: Contexts, mechanisms and outcomes", International Journal for Lesson and Learning Studies, Vol. 2 No. 2, pp. 137-154. https://doi.org/10.1108/20468251311323388