Student Voice in Lesson Study

Anne Mette Færøyvik Karlsen is an associate professor at Western Norway University of Applied Sciences, Norway, where she is responsible for courses that are part of the Master program of Educational Leadership. Her research focuses specifically on student voice and teachers’ professional learning in Lesson Study.Claudia Mewald is an independent Lesson Study researcher and freelance teacher educator. She is a retired Professor of TESOL, having previously taught and conducted qualitative research in foreign language methodology, testing, and assessment at Austrian and international universities and schools.Tomoko Tamura is a professor at Waseda University, Japan. Her work focuses on school-based curriculum development and management, student agency, Lesson Study, and teachers’ professional learning, and she has contributed to national-level educational policy discussions.Yuko Uesugi is a professor at the prefectural Eikei University of Hiroshima, Japan, specialising in American literature and English education, focusing on Sylvia Plath, CLIL, and innovative pedagogy. She leads national and international projects on global competency, BEVI-based assessment, and developing new models linking intercultural competency with English proficiency.

• IntroductionAnne Mette Færøyvik Karlsen, Claudia Mewald, Tomoko Tamura, Yuko UesugiPart IStudent Voice in Lesson Study: from theory to practice1. Student Voice in Lesson Study - an overviewAnne Mette Færøyvik Karlsen2. Pedagogical implications of attending to student voiceClaudia MewaldPart IIStudent Voice in Lesson Study with social impact3. Exploring student voice in Lesson Study at a Norwegian lower secondary schoolAnne Mette Færøyvik Karlsen, Nina Helgevold4. Student voice in foreign language education: the role of feedbackClaudia Mewald5. Collaborating with students within Lesson Study groups: improving outcomes of Lesson Study at a senior school in Scotland Andrew Kirkwood, John Paul Mynott6. Student voice in teacher education in HungaryAgnes KleinPart IIIStudent-led Lesson Study7. Can the perspectives and agency of students enhance Lesson Studies and what encourages and discourages teachers from actively involving students in Lesson Studies?Tomoko Tamura, Peter Dudley8. Active learning in the context of Japanese cultureYuko Uesugi9. Students as partners in Lesson Study: towards meaningful participation and educational co-agencyDaisuke Suzuki, Tomoko Tamura10. A new type of Lesson Study through student voice: understanding learning through the eyes of students and teachersYasuhiro ShibataPart IVCase stories11. Student voice as a means of developing inclusive learning environments: A Lesson Study on optimising learning for the visually impairedMichael Krebs12. ‘Now that I think about it!’Eliciting student voice through discussion groups in Lesson StudyAndrew Kirkwood13. Exploring students’ latent voices through lesson analysis: off-topic utterances and teacher prompts in fostering deep thinkingYu Zhu, Masanobu Sakamoto14. The motivation of Japanese high school students to participate in physics classesYuichi HiranoPart VStudent Voice in Lesson Study with educational impact15. The elevation of student voice in teacher educationJoanna C. Weaver, Emily Mueller16. Student voice in action: Lesson Study as democratic and critical teacher educationEncarna Soto Gómez, María J. Serván Núñez, Ángel I. Pérez Gómez17. What can be learned about students’ learning of subtraction from repeated task-based student interviews?Hoda Ashjari, Éva Fülöp, Angelika Kullberg18. Empowering pupils’ voices: transforming lessons through pupil-led planning in JapanMiho Yamaguchi Part VINew approaches of Student Voice in Lesson Study19. Towards a dialogic research-practice partnership model for Student Voice in Lesson Study and citizenship character education Andrew J. Pereira, Yanping Fang, Pamela Costes-Onishi 20. Giving children a voice through pedagogical documentation in Lesson StudyGonzalo Maldonado-Ruiz , Encarna Soto Gómez 21. Making the invisible learning visible: a phenomenological inquiry into student voice of unforgettable classroom momentShuying LiPart VIIThe next steps22. Towards a model of Student Voice in Lesson StudyClaudia Mewald, Anne Mette Færøyvik Karlsen, Tomoko Tamura, Yuko Uesugi

‘Student Voice in Lesson Study: Giving Students a Say is a compelling and timely contribution to international Lesson Study research and practice. This outstanding volume demonstrates how students’ perspectives enrich teachers’ professional inquiry and deepen understanding of learning as a shared, dialogic process. The contributors show that Lesson Study can foster genuine pedagogic partnership, strengthening professional knowledge and educational improvement. Combining conceptual clarity with rich empirical insight, this book will be essential reading for educators, leaders, policymakers, and researchers committed to student-centred professional learning and school improvement’.- David Pedder, Academic Dean, Emirates College for Advanced Education, Abu Dhabi, UAE‘At its essence, Lesson Study is systemic collaborative professional learning among teachers, researchers, school administrators, textbook authors… and the focus of Lesson Study is students’ learning. But the students’ voice is often not explicitly present in the process. This book, by unequivocally “giving students a say” and considering them as “partners who have a voice within a learning partnership with educators, peers, school, and society,” brings to Lesson Study a new “driving force for innovation in teaching”’.– Stéphane Clivaz, Lausanne University of Teacher Education, WALS president‘This book captivates from its opening pages by challenging an assumption: that Lesson Study begins with the teacher. Instead, the authors invite us to see how it can begin with the student — with their questions, experiences, and ways of making meaning. In doing so, they offer a bold and refreshing reimagining of Lesson Study, positioning students not as observers but as authentic partners in shaping learning. The book inspires you to take a chance, reconsider the distribution of power in the classroom and see learning through the eyes of those for whom it exists. This is not just a collection of case studies, but a manifesto of a new approach — dialogical, ethical and truly transformative’.– Tavilya Akimova, Zhubanov University, Department of Academic Quality, Vice director, Aktobe, Kazakhstan