Lesson study (jugyou kenkyuu) as an educational development practice for faculty members at the University of Barcelona


  • Gabriel Hervas




Lesson study (LS) is a practice that has received international credit as a useful process for teachers’ professional development; nevertheless, it is rarely practiced among higher education faculty members. This article provides a brief analysis of how an academic development initiative using LS and carried out at the University of Barcelona (Spain) was perceived and experienced by its participants and of its potential for their educational development. Data was gathered through observation, reflective journals, video-recordings, and interviews, and was content-analysed. Overall, the initiative provided a valuable learning space to enhance the participants’ educational competences. However, its results raised concerns regarding its sustainability and argue in favour of complementing LS with further educational training to increase the participants’ pedagogical knowledge and awareness.