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Lesson Study is a rapidly growing and increasingly popular teacher professional development approach and is valued for its cyclical, classroom-based and collaborative nature. Mostly used in primary and secondary education, Lesson Study has only recently been applied to the context of initial teacher education focussing on pre-service teachers' professional learning. Only a few studies report on teacher educators participating in Lesson Study. This study aims to fill this gap by examining to what extent Lesson Study is considered a valuable approach to support teacher educators' professional learning and what conditions should be taken into account when applying Lesson Study in their context. Two groups of teacher educators were followed using learning reports as they participated in a Lesson Study cycle. To determine whether the reported reflections sustained in their practice, focus group interviews were held one year after their Lesson Study participation. The results show that, depending on the conditions, participating in Lesson Study can be supportive as a means to focusing on the learning of pre-service teachers, exchanging knowledge and experiences, and counteracting a culture of professional isolation.

Purpose: The purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS. Design/methodology/approach: A theoretical analysis into the core components and procedures of LS resulted in five big ideas that capture essentials of LS. Using these big ideas, constraints were derived for online LS and a pilot online LS was performed. Data were collected on the process and team members' reflections. The experience in the pilot was mapped against the outcomes of the theoretical analysis. Findings: Setting up close collaboration and the observation of the online lesson appeared to be the most challenging issues. A set of recommendations in the form of do's and don'ts was derived from the experience. Practical implications: The set of recommendations can be applied by practitioners who face the challenge of performing LS in an online environment, and can serve as a start for further research in online LS. Originality/value: The original contribution of the article is the combination of the theoretical analysis of LS combined with the practical experience in the pilot. This gives rise to a framework that can help understanding LS in general and online environments in particular.

Professional school cultures, which can be characterized by teachers who take an inquiry stance and in which exchanging knowledge and collaboratively developing classroom material is common practice, receive increasing attention. However, teachers in many schools still often work in isolation and generally do not critically examine their practices. This could lead to decreased feelings of self-efficacy and could negatively impact teacher learning. To counteract such an isolationist school culture, Lesson Study, known for its integration of collaborative and inquiry-based features, could play an essential role. Using a quasi-experimental design (N = 60) including two questionnaires, this study explores whether participating in Lesson Study influences teachers' perceptions of the school culture and conditions in their schools (such as leadership and collegial support), as well as their feelings of self-efficacy. The results reveal significant between-group differences in terms of efficacy in student engagement and significant within-group differences in the intervention group in terms of teacher autonomy and support from the school department leader as well as all teacher self-efficacy. This study could support school leaders who wish to implement, sustain or upscale Lesson Study practices in order to promote a professional school culture in their schools.

Human Resource Development (HRD) finds itself at a critical juncture given the rapidly changing landscape of work and a shift of focus in HRD research and practices. This provides momentum for the HRD discipline to explore new models of workplace learning that exceed the boundaries of one's own organization. Public and private organizations increasingly understand that by joining forces and cocreating knowledge, they are better able to address these challenges and thereby stay innovative. In this paper, we propose a conceptual framework for Public-Private Learning Communities (PPLCs) as a promising approach to prepare organizations and employees for the rapidly changing future. By drawing on the concept of interorganizational learning and learning-network theory, we distinguish essential building blocks that relate to the PPLCs' strategy, structure, process, and culture. With this conceptual paper, we aim to break new ground for HRD theory-building and offer novel directions for HRD researchers and practitioners. [ABSTRACT FROM AUTHOR]

Lesson Study is a rapidly growing and increasingly popular teacher professional development approach and is valued for its cyclical, classroom-based and collaborative nature. Mostly used in primary and secondary education, Lesson Study has only recently been applied to the context of initial teacher education focussing on pre-service teachers' professional learning. Only a few studies report on teacher educators participating in Lesson Study. This study aims to fill this gap by examining to what extent Lesson Study is considered a valuable approach to support teacher educators' professional learning and what conditions should be taken into account when applying Lesson Study in their context. Two groups of teacher educators were followed using learning reports as they participated in a Lesson Study cycle. To determine whether the reported reflections sustained in their practice, focus group interviews were held one year after their Lesson Study participation. The results show that, depending on the conditions, participating in Lesson Study can be supportive as a means to focusing on the learning of pre-service teachers, exchanging knowledge and experiences, and counteracting a culture of professional isolation. [ABSTRACT FROM AUTHOR]

Professional school cultures, which can be characterized by teachers who take an inquiry stance and in which exchanging knowledge and collaboratively developing classroom material is common practice, receive increasing attention. However, teachers in many schools still often work in isolation and generally do not critically examine their practices. This could lead to decreased feelings of self-efficacy and could negatively impact teacher learning. To counteract such an isolationist school culture, Lesson Study, known for its integration of collaborative and inquiry-based features, could play an essential role. Using a quasi-experimental design (N = 60) including two questionnaires, this study explores whether participating in Lesson Study influences teachers' perceptions of the school culture and conditions in their schools (such as leadership and collegial support), as well as their feelings of self-efficacy. The results reveal significant between-group differences in terms of efficacy in student engagement and significant within-group differences in the intervention group in terms of teacher autonomy and support from the school department leader as well as all teacher self-efficacy. This study could support school leaders who wish to implement, sustain or upscale Lesson Study practices in order to promote a professional school culture in their schools. [ABSTRACT FROM AUTHOR]