Using lesson study to change teacher knowledge and practice: The role of knowledge sources in teacher change

Amber E. Benedict, Jessica Williams, Mary T. Brownell, Lindsey Chapman, Alexandria Sweers, Hyojong Sohn

Research output: Contribution to journalArticlepeer-review

Abstract

In this systematic review, we synthesize the findings of 13 studies identifying sources of knowledge within Lesson Study professional development (LSPD) and examine influences of knowledge sources on teachers’ content knowledge, understanding of students, and changes in pedagogical practices. Finally, we consider the implications of our findings for design of and future research on LSPD. We find that the literature base for LS is extensive, however, there are few studies that meet criteria for high-quality research. All studies reviewed reported a positive impact of LS and included a wide variety of LS structures and knowledge sources.

Original languageEnglish (US)
Article number103951
JournalTeaching and Teacher Education
Volume122
DOIs
StatePublished - Feb 2023
Externally publishedYes

Keywords

  • Collaboration
  • Esson study
  • Teacher development
  • Teacher knowledge
  • Teacher practice

ASJC Scopus subject areas

  • Education

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