The implementation of Lesson Study in primary education in the Netherlands
London : Routledge
InGoei, S.L.; Norwich, B.; Dudley, P. (ed.), Lesson Study in inclusive educational settings, pp. 38-63
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Goei, S.L.; Norwich, B.; Dudley, P. (ed.), Lesson Study in inclusive educational settings
SubjectLearning and Plasticity
Lesson Study is a widespread teacher professional development approach. Over the past few years, Lesson Study has become more widely known in the Netherlands. The origin of Lesson Study from another country and culture may create additional challenges for successful implementation of this approach in this small European country with its own educational context. The aim of the case study described in this chapter was not to investigate the effectiveness of the approach, but to examine the factors promoting or impeding its successful implementation in the context of additional needs support in three elementary Dutch schools. Though the suggestions made for careful implementation of this approach may be important for other schools in the Netherlands and in other countries, we must realise that Lesson Study can have greater impact if attention is paid to its preconditions. It is easy to simply initiate the implementation of Lesson Study, but it is not that easy to implement this innovation in a sustainable way.
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