Abstract Summary
Throughout their careers teachers individually develop their Pedagogical Content Knowledge (PCK). This PCK often remains unconscious or ‘tacit’. The lesson study professionalization approach provides a framework for becoming aware of it, discussing it in a team context, and in this way jointly constructing new practical knowledge that benefits (one's own) education. Lesson study focuses on the collective and systematic improvement of the quality of teachers’ own teaching practice and is different from other forms of collaborative and inquiry oriented teacher learning because of the explicit and detailed attention to the thinking and learning of students. For many (language) teachers lesson study is a new and exciting approach. What is lesson study and what is needed at the teacher and the school level to jointly construct new PCK in a sustainable manner?
