Charting the Professional Development Journey of Irish Primary Teachers as They Engage in Lesson Study

Abstract

This paper focuses on the perceptions of Irish primary teachers about Lesson Study as a professional development model. To further our understanding of the characteristics of Lesson Study and its compatibility with the Irish educational context, the opinions of primary teachers are fundamental. Within this study, 19 primary teachers across eight urban schools engaged in Lesson Study for the first time, working within four grade-level Lesson Study groups. The findings suggest that while primary teachers were newcomers to Lesson Study, they were eager to engage and welcomed many of its characteristics. Notably, they valued the focus on collaboration and particular Lesson Study practices. Teachers’ engagement was hampered by the barrier of time. The paper explores additional adaptations to the Lesson Study approach that participants perceived would develop a more realistic and sustainable Lesson Study model within their particular educational context.