| dc.description.abstract | This thesis is an exploration of a head teacher’s experience of Lesson Study. It aims to consider how Lesson Study develops teacher learning through consideration of collaboration, expertise and professional conflict.
The methodology embraces the lived experience of introducing a collaborative method of teacher development, Lesson Study into a primary school and exploring its impact. The research is conducted through an exploratory layered method, considering the Lesson Study teams, the whole school and the head teacher’s thoughts and reflections on and about Lesson Study.
The exploration in this thesis found that Lesson Study is far from breath-takingly simple (Dudley, 2013) and that there are many complexities and variables within each Lesson Study group that need to be considered carefully in order to enhance any opportunity for teacher learning. This thesis describes how these different elements, collaboration, expertise and professional conflict, interacted in two different Lesson Study teams. These findings, are presented alongside the head teacher’s reflections. Building on these reflections the thesis starts to articulate how Lesson Study could offer teacher learning opportunities and which elements of school culture, teacher expertise and understanding would need to be developed, honed and considered in order to create an outcome which results in teacher learning.
This research provides an exploration how teacher learning may be generated through Lesson Study work. It extends the current literature on teacher learning in Lesson Study by identifying and exploring professional conflict alongside collaboration and expertise. Teacher learning opportunities are not simply created in the context the research took place. It concludes that while teacher learning can be generated through Lesson Study; the conditions and culture of a setting, alongside the skills, knowledge and expertise of the teachers involved in each team are also crucial. | en_US |
