International Journal for Lesson and Learning Studies

Quality criteria for lesson and learning studies as forms of action research

Lesson study outcomes: a theoretical model

Developing theoretical coherence in teaching and learning: case of neuroscience-framed learning study

Mechanisms enabling knowledge production in learning study

Are lesson study participants sharing their professional knowledge

The knowledge machinery and claims in learning study as paedeutical research

Lesson study beyond Japan: evaluating impact

A study of variation theory to enhance students’ genre awareness and learning of genre features

Lesson study: exploring implementation challenges in England

Lesson study as a trigger for preservice physics and chemistry teachers’ learning about inquiry tasks and classroom communication

A research environment for teacher-driven research – some demands and possibilities

Student voice in Lesson Study as a space for EFL teachers’ learning: a case study in Kazakhstan

Learning to see distinctions through learning studies: Critical aspects as an example of pedagogical content knowledge

Integrating lesson study in Myanmar teacher training

Transcending conventional assessment boundaries in conducting learning study: A case in Hong Kong

Conceptualizing the implementation of Lesson Study in Kazakhstan within a social theory framework

Preservice EFL teachers’ collaborative understanding of lesson study

Transforming a practice-based problem into research questions

A first time lesson study that turned into a learning study

Lesson Study: analytic stance and depth of noticing in post-lesson discussions

Towards a conceptual-based, student-centred pedagogy

Malawi mathematics teacher educators’ understanding of Lesson Study

Exploring the impact of lesson study through the views of Lao mathematics teacher educators on the needs, learning and difficulties

Promoting math teacher active learning with the lesson study approach: A case study of in-service teachers’ perspectives

Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents

Knowledge management strategies for sustaining Lesson Study

Lesson study with didactical engineering for student teachers in Brazil

Building on student conceptions in the design of history instruction addressing sources: A learning study in upper secondary school

Practicing lesson study in a Turkish education context: Considering the challenges, suggestions and benefits from EFL teachers’ perspectives

Involving students in lesson study: a new perspective

Lesson study with music: a new way to expand the dialogic space of learning and teaching

Going the distance: a lesson study on deriving the distance formula