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dc.contributor.authorBorg, Elin
dc.contributor.authorFinne, Joakim
dc.description.abstractThere is growing interest in the value of teacher–learning communities for practice improvement. Lesson Study is an approach to build capacity, strengthen professional communities among teachers, and improve teaching. This article explores the function of leadership in LS. Literature searches were conducted in social science and educa- tion databases (Web of Science, Scopus, ERIC) with no time restrictions. The search focused on three areas: (1) studies on Lesson Study, (2) leadership and (3) elementary or middle school. Articles were screened by title and abstract, and the remaining articles were screened in full text. Thematic analysis identified facilitators and barriers for teachers’ professional development. Results show a lack of research on Lesson Study leadership until 2011. Of the 15 studies included, 9 were qualitative, 4 mixed- methods, and only 2 quantitative. Thematic analysis revealed a limited focus on school leadership practices, emphasizing their importance for Lesson Study sustain- ability, tied to five helping factors and two obstacles. Key factors include collaborative vision building, effective time and resource management, trust, school–university col- laborations, and multilevel leadership.en_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleA scoping review of school leadership practices in Lesson Studyen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.source.journalCogent Educationen_US

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal