Lesson study as a format for collaborative instructional change

Frederik Voetmann Christiansen, Bjørn Klinke, Merete W. Nielsen


In our experience, most of the teaching at university level in Denmark is planned and carried out by individuals rather than a group of teachers, and teaching is in some ways a relatively private affair, particularly for junior staff members. “Lesson studies” is a format for instructional change based on a conception of teaching as a collaborative enterprise. In this article, we describe the method, report the outcome of a pilot lesson study cycle, and discuss the merits and potential of the method for instructional and educational change.


Lesson study, educational change, teacher knowledge, conceptions of teaching

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