Abstract
Research shows teacher collaborative learning to be a powerful vehicle to mobilise teacher instructional change and pedagogical practices, and to improve student achievement. For such undertakings to have positive impact, understanding the visible features of collaborative structures may not be sufficient to ensure sustainable practice. Instead, there is a need to identify underlying pathways that provide for successful instructional improvement. The purpose of this qualitative study is to obtain deeper insights into teacher outcomes arising from this practice and to identify aspects of the lesson study structure and processes that afford such opportunities. Three subject groups consisting of ten teachers from a Singapore high school participated in this study. Implications on staff development programs will be discussed in the light of these findings.
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