Exploring first steps in Lesson Study

Using a cultural–historical activity theory lens, the thesis ‘Exploring first steps in Lesson Study’ explored how facilitated Lesson Study teams new to the approach understand and perform it in Dutch secondary education. Employing a mixed-method approach with an emphasis on qualitative methods, the findings indicate that both teams and facilitators often lacked understanding of the core aim of Lesson Study; gaining deeper insight into student learning. This seemingly limited the relevance and learning potential of Lesson Study. The thesis identifies five key areas for development, including strengthening teacher agency, creating a coherent and cumulative learning process, maintaining focus on student learning, fostering an inquiry-oriented stance, and guidance relating these areas by a facilitator.