From Lesson Study to Collaborative Growth: Dialogic Pathways for Equitable Teacher Professional Learning

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Abstract

This paper examines how Lesson Study and its evolution into the Collaborative Growth Cycle (CGC) foster equitable teacher professional learning. Building on Lesson Study’s tradition of collaborative inquiry, the CGC enhances sustainability and adaptability by integrating leadership engagement and flexible structures. The study draws on Lesson Study cycles and CGC implementations in primary schools, including multilingual and migrant contexts, using sociocultural discourse analysis of meeting video recordings, reflective diaries, and interviews. The analysis identified four forms of teacher talk: empirical, presentational, creative, and contradictory. These forms mediated professional growth by grounding dialogue in classroom realities, linking practice with theory, and enabling critical reflection. Findings affirm Lesson Study’s strengths while showing how the CGC supports inclusivity, sustainability, and leadership integration.

Author

• Christina Chinas, Durham University