Teachers’ learning and pedagogical beliefs change through Lesson Study

Abstract

This thesis is about passion for teaching, learning and intellectual and emotional growth for the betterment of society. On the central stage are the teachers, whose values, moral purpose, passion, commitment and collaborative agency kindles endless aspiration for improving teaching and learning to ensure the well-being and happiness of students. This thesis is about enthusiastic and passionate educators open to innovation and experimenting with new approaches to professional learning and development in the context of Kazakhstan and the Basque Autonomous Community, Spain. It is about eight English as Foreign Language teachers who, along with the author of this thesis, set out on a journey of exploring their teaching practice with Lesson Study, and the outcomes of such an endeavour. Specifically, the outcomes have been presented through a compendium of four consecutive publications bound by the logic of an action research project where each research question is shaped by the preceding research loop. Sculpted by four research questions, the exploration of teachers' learning and pedagogical beliefs change through Lesson Study commences in the context of educational Reform at Scale in Kazakhstan and finalises in the context of a school in the Basque Country, Spain. Each publication showcases a separate case study for which a unique literature review was compiled and specific and original theoretical and analytical frameworks were built.