Skip to main content
Impact Journal Logo
login

Building collective teacher efficacy: a reflection on using lesson study to encourage professional discourse in a secondary school

Written by: Rob Clifford
4 min read
Lesson study has been ‘the primary form of professional development in Japan for over a hundred years’ (Takahashi and McDougal, 2016, p. 514). The features of effective lesson study as defined by Takahashi and McDougal, such as, ‘careful study of academic content’ (p. 520), ‘a highly structured, school-wide… process’ and ‘done over several weeks rather than a few hours’ (p.516), show significant crossover with those highlighted as important for effective teacher professional development by Cordingley et al. (2016). With this in mind, we believed that lesson study provided a practical model to support developing professional discourse, from sharing best practice towards building more research-based, ‘collective teacher efficacy’, currently identified by Hattie (Visible LearningPlus, 2018) as having the most significant effect size of all school-based strategies and interventions. Joining the Teacher Development Trust (TDT) 'Implementing Lesson Study' course,

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.

      0 0 votes
      Please Rate this content
      Subscribe
      Notify of
      0 Comments
      Oldest
      Newest Most Voted
      Inline Feedbacks
      View all comments

      From this issue

      Issue 5: Developing a Learning Culture

      Spring 2019

      Impact Articles on the same themes

      Abstract microscopic photography of a Graphics Processing Unit in rainbow colors.

      From the editor

      Author(s): Cat Scutt
      Two digitally illustrated green playing cards on a white background, with the letters A and I in capitals and lowercase calligraphy over modified photographs of human mouths in profile.

      Using GenAI: What do teachers really need to know?

      Author(s): Hannah Owen
      Three groups of icons representing people have shapes travelling between them and a page in the middle of the image. The page is a simple rectangle with straight lines representing data. The shapes traveling towards the page are irregular and in squiggly bands.

      Teachers’ use of ChatGPT in lesson preparation can save time

      Author(s): Helen Poet and Katherine Aston
      Building blocks are overlayed with digital squares that highlight people living their day-to-day lives through windows. Some of the squares are accompanied by cursors.

      Utilising AI and emerging technologies to support learners with autism

      Author(s): Craig Lomas and Geoff Baker
      Several small cartoon representations of people are linked by brown handdrawn lines representing a network.

      AI tutoring: Bridging the educational disadvantage gap

      Author(s): Mark Leswell
      A hand-drawn sketch in coloured pens depicts a small uniform row of houses at the bottom of the picture. From each of the houses, 0s and 1s representing digital data are floating up in plumes which look like smoke from the chimneys of the houses; but these are not uniform: they represent the different types of data from each house.

      Generative AI in the classroom: Challenging the digital native assumptions of student proficiency with artificial intelligence tools

      Author(s): Sam Lovatt
      An image of multiple 3D shapes representing speech bubbles in a sequence, with broken up fragments of text within them.

      Inclusive education in the age of AI: Adaptive teaching strategies using ChatGPT

      Author(s): Anna Chatwin
      An Escher-like structure depicting the concept of AI model collapse. The image features a swirling, labyrinthine design, representing a recursive loop where algorithms feed on their own generated synthetic data. Elements of digital clutter and noise are interwoven throughout, highlighting the chaotic nature of the internet increasingly populated by AI-generated content. The visual metaphor of a Uroboros, a snake eating its own tail, symbolizes the self-referential cycle of AI training on its own outputs.

      Student engagement in effective AI use: Prompt engineering and individualised learning

      Author(s): Michael Spiers
      A grey building is seen as in a 3D plan against a bright red background. 0s and 1s represent data streaming out of the windows and gaps in the roof.

      Barton Peveril Sixth Form College’s journey with artificial intelligence and development of AI agents

      Author(s): Chris Loveday
      Seventeen multicoloured post-it notes are roughly positioned in a strip shape on a white board. Each one of them has a hand drawn sketch in pen on them, answering the prompt on one of the post-it notes "AI is...." The sketches are all very different, some are patterns representing data, some are cartoons, some show drawings of things like data centres, or stick figure drawings of the people involved.

      Early research themes for teaching about AI

      Author(s): Jane Waite
      Chartered College of Teaching Crest
      Facebook Twitter Instagram Linkedin
      © 2025 The Chartered College of Teaching
      Impact Submission Guidelines
      Impact Peer Review Process
      Impact Editorial Board
      About
      Privacy Policy
      Terms of use
      Accessibility Information

      Pears Pavillion
      Corum Campus
      41 Brunswick Square
      London
      WC1N 1AZ

      hello@chartered.college
      020 3433 7624