The impact of Lesson Study professional development on the quality of teacher learning.

Abstract This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning. Highlights • Three patterns of teacher learning could be identified: meaning-oriented, application-oriented and problematic learning. • A reliable instrument to measure these teacher learning patterns was developed. • The study contributes to our understanding of the influence of teacher professional development on teacher learning. • Lesson Study has a beneficial effect on the quality of teacher learning. • Lesson Study has the highest impact on improving teachers' meaning-oriented learning. [ABSTRACT FROM AUTHOR]