Abstract
Lesson study, a powerful teacher professional development approach, originating in Asia, has spread globally. Although the positive effects of lesson study on teacher learning and student learning have been widely documented, many challenges and obstacles facing the adaptation of lesson study have been identified. Moreover, theorizing of lesson study and methodologies for researching lesson study have just begun to emerge as research issues. This book is a collaborative attempt to synthesize state-of-the-art research on conceptualization, theorization, and adaptation of lesson study. The structure and major contributions of the book are described.
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