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This article delivers the first systematic review focused on LS among higher education faculty members, analyzing 21 studies published through December 2019. Findings highlight dominant U.S. origins, limited faculty participation, scarce contextualization in higher education, and generally positive effects on lesson design and pedagogical knowledge, alongside mixed results for reflection and collaboration and less favorable organizational outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lesson-study-as-a-faculty-development-initiative-in-higher-education-a-systematic-review/590100/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lesson-study-as-a-faculty-development-initiative-in-higher-education-a-systematic-review/590100.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the document’s main purpose regarding Lesson Study in higher education?","Question",{"text":112,"@type":113},"It provides the first systematic review of research on Lesson Study among higher education faculty, focusing on study features, bibliographic and bibliometric data, and reported effects of LS practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many studies were analyzed, and what was the cutoff date?",{"text":117,"@type":113},"The review analyzed 21 studies published up to December 2019.",{"name":119,"@type":110,"acceptedAnswer":120},"What overall outcomes does the review report for Lesson Study?",{"text":121,"@type":113},"Results indicate beneficial outcomes for lesson design, participants’ pedagogical knowledge, and their approach to teaching, while findings about participants’ reflection and collaboration are mixed and organizational issues are less positive.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590100,1792161063,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–19 DOI: 10. 1177/2332858420982564  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nLesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review  \nGabriel Hervas   \nUniversity of Barcelona  \nLesson study (LS) is a professional development practice that has mainly remained conducted by elementary, secondary, and preservice schoolteachers. However, in recent years, different studies have explored its practice among higher education (HE) faculty members. This article presents the first systematic review on LS among HE faculty members. Twenty-one studies published until December 2019 were analyzed. Among others, findings regarding reveal that (a) most of these studies are of  \nU.S. origin and of linguistic and mathematics disciplines; (b) few faculty members participated in these studies; (c) most LS-related references used are not contextualized in HE; (d) beneficial outcomes of LS in the design of the lessons, the participants’pedagogical knowledge and the participants’ approach to teaching; (e) mixed results regarding the participants’reflection and collaboration, and (f) less positive outcomes about organizational issues when conducting LS. I discuss these results and present future research lines and limitations of this study.  \nKeywords: faculty development, higher education, professional development, lesson study, systematic review  \nIntroduction  \nLesson study (LS) is a Japanese originating teachers’professional development (PD) practice spread all around the globe (Lewis & Lee, 2017) . Even if until now LS has mostly remained conducted among elementary and secondary teachers, we have also begun to observe that its practice has seeped into the context of the PD of higher education (HE) faculty members. Nevertheless, we lack a global perspective of what has been done and of its results. In response, this study offers the first systematic review of the literature on LS among HE faculty members, aiming to gain understanding on the features of studies published, their bibliographic and bibliometric data and, in especial, the results they report regarding the practice and effects of LS.  \nLesson Study  \nLS, the English translation of the Japanese concept jugyou kenkyuu (授業研究), is a teachers’ PD practice with roots in the Japan of the Meiji era (1868–1912; Makinae, 2019; Nagashima, 2019) and a central component ofthe inservice training (kounai kenshuu) of today’s Japanese schoolteachers (C. Fernandez & Yoshida, 2004; Stigler & Hiebert, 1999) .  \nThe origin of LS is connected to the opening of Japan to the Western world and to the modernization of the country, and its practice is tied to broad reforms that included the modification of the educational system (Collins, 1975) and brought to Japan foreign pedagogical methodologies, among  \nwhich, the Herbartian five-steps system is often highlighted (Ichimiya, 2011; Sato, 1991) for its procedurals links to the exercise of LS.  \nAt present, LS is carried out in over 30 countries (Lewis & Lee, 2017) and most literature grants recognition for this international popularization far from Japan to the work of Stigler and Hiebert (1999) and the unpublished doctoral dissertation of Yoshida (1999) . The internationalization of LSat the end of the 1990s and the beginning of the 2000s brought LS to educational contexts that differed from the Japanese. Because of this, there have been observed misconceptions in its practice (Fujii, 2014) and variations, being the most relevant the learning studies, a popular approach that emerged in the early 2000s combining LS and design experiments (Pang & Marton, 2003) . In result of this, although arguable, Seleznyov’s (2018, p. 223) pointed out that “thereis not an internationally shared unders","cbCaioq4A0e77tRV","https://ap.wps.com/l/cbCaioq4A0e77tRV","pdf",822258,"English","# Introduction\n# Lesson Study\n## Origin and international spread\n## Core process and outcomes","[{\"question\":\"What is the document’s main purpose regarding Lesson Study in higher education?\",\"answer\":\"It provides the first systematic review of research on Lesson Study among higher education faculty, focusing on study features, bibliographic and bibliometric data, and reported effects of LS practice.\"},{\"question\":\"How many studies were analyzed, and what was the cutoff date?\",\"answer\":\"The review analyzed 21 studies published up to December 2019.\"},{\"question\":\"What overall outcomes does the review report for Lesson Study?\",\"answer\":\"Results indicate beneficial outcomes for lesson design, participants’ pedagogical knowledge, and their approach to teaching, while findings about participants’ reflection and collaboration are mixed and organizational issues are less positive.\"}]","Lesson Study as a Faculty Development Initiative in Higher Education - A Systematic Review | PDF",1792068790,48]