In 2006, Lewis et al. published an article entitled “Lesson study comes of age in North America,” discussing the rapid expansion of lesson study (LS) across the United States of America since its introduction in the 1990s. At the time, there were concerns that the Japanese idea of professional development (PD) might end up as just “one more short-lived fad” (Lewis et al., 2006, p. 273) in the American educational landscape. However, Lewis et al.’s (2006) example of the Highlands Elementary School, which integrated LS over six years by developing supportive structures, building the necessary skills and fostering teacher motivation, demonstrated that it is possible – and worthwhile – to sustain and grow LS beyond its original context. Nearly 20 years later, LS has crossed all national boundaries to become a truly global phenomenon, now practiced in some 40 countries around the world (Yoshida et al., 2021). As nations with different school systems and cultural contexts adopt LS and explore strategies for long-term integration into their education systems, Lewis et al.’s (2006) question about how to make LS “stick” remains highly relevant – perhaps even more so today.
International Journal for Lesson & Learning Studies, 14(2), 73–80.
Guest editorial: Lesson study comes of age in Europe: strategies and approaches for sustaining lesson study
Autor:in: Kager, K., Dudley, P., Soto Gómez, E., & Vock, M. (2025) Erschienen in: International Journal for Lesson & Learning Studies Veröffentlicht: 2. Mai 2025 Schlagwörter: Collaborative Planning | Educational Integration | Educational Scaling | Global Education Trends | Instructional Improvement | Lesson Study | Professional Development | School System Adaptation | Sustainable Learning | Teacher Motivation More DetailsIn 2006, Lewis et al. published an article entitled “Lesson study comes of age in North America,” discussing the rapid expansion of lesson study (LS) across the United States of America since its introduction in the 1990s. At the time, there were concerns that the Japanese idea of professional development (PD) might end up as just “one more short-lived fad” (Lewis et al., 2006, p. 273) in the American educational landscape. However, Lewis et al.’s (2006) example of the Highlands Elementary School, which integrated LS over six years by developing supportive structures, building the necessary skills and fostering teacher motivation, demonstrated that it is possible – and worthwhile – to sustain and grow LS beyond its original context. Nearly 20 years later, LS has crossed all national boundaries to become a truly global phenomenon, now practiced in some 40 countries around the world (Yoshida et al., 2021). As nations with different school systems and cultural contexts adopt LS and explore strategies for long-term integration into their education systems, Lewis et al.’s (2006) question about how to make LS “stick” remains highly relevant – perhaps even more so today.
International Journal for Lesson & Learning Studies, 14(2), 73–80.
https://doi.org/10.1108/IJLLS-05-2025-269