John Mynott, School of Education, University of Aberdeen, UK
The more experience I have with leading Lesson Study, the more impact on teachers’ professional learning I think it has. Yet there are concerns about Lesson Study’s translation into the United Kingdom (Seleznyov, 2018, 2020) and the outcomes of Lesson Study are not always positive (Mynott, 2019, 2020). These concerns should not be ignored, because through responding to them, we can begin to model a sustainable approach to UK Lesson Study. Lesson Study is a collaborative endeavour, bringing teachers together. Originating from Japan (Stigler and Hiebert, 1999; Lewis, 2002), UK Lesson Study is strongly influenced by Dudley’s (2020) model. Participating teachers explore lessons through a question or theme and follow a simple sequence: prepare, plan, teach and review (Dudley, 2015). Dudley (2015) does, however, warn that there is danger to this simplicity, as Lesson Study can be adapted or innovated just for the sake of
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