A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes

Abstract

Global interest in Lesson Study (LS), an iterative professional development model, is growing rapidly and has resulted in a rich body of findings that report mixed outcomes and impacts on teacher learning. In this conceptual paper, we argue that the field of LS currently lacks a conceptual model that can help tie these findings more closely to a common schematic and descriptive framework. Reviewing research on professional development, we derive the purpose of such a model and criteria that it should fulfill. We then examine current LS models, showing that several aspects, such as inputs, learning processes, LS’ iterative character, and outcomes over time, are not sufficiently addressed. To fill these gaps, we draw on wider perspectives on teacher learning and organizational psychology and propose an updated model of LS. Lastly, we discuss concrete ways in which this model can be used in research and practice.