Lesson Study as teacher professional learning at scale among expatriate English teachers in Brunei Darussalam

Original Research

Written by: Jennyfer Townsend, Louise Pagden and Alisa Gin

Published on: January 31, 2023

Professional development

8 min read

Jennyfer Townsend, Louise Pagden and Alisa Gin, CfBT Education Services, Brunei Darussalam Discourses around teacher professional development (PD) have long framed it as something that ‘is done to the professional’ (Webster-Wright, 2009, p. 11), treating teachers as passive consumers of professional knowledge rather than as active participants. Research, perhaps unsurprisingly, shows that teachers perceive such training to be fragmented and disconnected from the realities of classroom practice (Lieberman and Pointer Mace, 2010). Essential characteristics of effective teacher professional learning have been identified by several international literature reviews: (1) situated in, and addressing challenges of, practice; (2) focused on students’ learning; (3) models preferring instructional practice; (4) promoting active teacher learning and inquiry; (5) involving social and peer learning; (6) occurring in a setting appropriate to goals; and (7) ongoing and sustainable (Darling-Hamm

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