@article{discovery10027713,
          number = {4},
           month = {September},
            year = {2016},
         journal = {Professional Development Today},
       publisher = {Teaching Times},
            note = {This version is the version of record. For information on re-use, please refer to the publisher's terms and conditions.},
          volume = {18},
           pages = {6--14},
           title = {Improvement through lesson study},
            issn = {2048-0164},
        keywords = {lesson study, professional development, teachers, Japan},
             url = {https://library.teachingtimes.com/articles/improvement-through-lesson-study.htm},
          author = {Seleznyov, SR},
        abstract = {Lesson study is a collaborative approach to professional development that originated in Japan. Since 1999, when Stigler and Hiebert first wrote about lesson study as a model for improvement of classroom practice in the US, lesson study has enjoyed an enduring fascination for teachers. This article explores the degree of fidelity with which the Japanese model of lesson study can be implemented in an English context and proposes a series of rational and pragmatic adaptations, based on the realities of school leadership in England.}
}