Lesson study as a tool for professional development : a case study of collaboration between teachers in the upper primary years

Abstract

This research explores Lesson Study (LS) as a model for collaborative professional development and teacher learning in a Maltese primary school context. It responds to dominant top-down professional development (PD) models by investigating how LS supports teacher agency, reflective practice, and cross-year collaboration. The research study took place in the junior sector of a private school and adopted a constructivist, practitioner-led action research approach. Four upper primary teachers engaged in a LS cycle, supported by a knowledgeable other (KO) and facilitated by the researcher practitioner. Data were gathered through interviews, post-lesson debriefings, and a focus group. Using Braun and Clarke’s (2006, 2021) reflexive thematic analysis, the study examined teachers’ meaning-making and professional dialogue. Findings suggest LS enhanced instructional decision-making, fostered collegial trust, and strengthened teacher ownership of pedagogy. Non-judgmental peer observation and structured reflection contributed to a richer understanding of student learning. The knowledgeable other’s input added depth by challenging assumptions and broadening perspectives. While the study’s scale and duration were limited, it contributes to emerging research on LS in Malta’s primary education sector. It shows that, when aligned with leadership and policy support, existing PD structures can accommodate sustainable, school-based inquiry. The study offers practical insights for educational leaders and policymakers seeking to embed collaborative, teacher-led approaches into professional learning.