ABSTRACT Lesson study is a form of professional development where a group of teachers identifies a problem of practice on which they would like to make progress in their teaching. Over an extended period of time, the teachers study the topic and plan a lesson together. One member then teaches the lesson while the others observe; the group reflects afterwards on student learning. The cycle repeats, building teachers’ professional knowledge and their shared views of pedagogy over time. In this article, we argue that lesson study is a collaborative form of practitioner research and we show how this is so by sharing an example of a lesson study cycle conducted in a synagogue school.

中文翻译：

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合作从业者研究：一所小型犹太学校的课程学习案例

摘要课程学习是一种专业发展形式，其中一组教师确定他们希望在教学中取得进展的实践问题。在很长一段时间内，教师们共同研究主题并计划课程。然后一名成员讲课，而其他成员则观察；该小组事后反思学生的学习情况。这个循环不断重复，随着时间的推移，建立教师的专业知识和他们对教学法的共同看法。在本文中，我们认为课程学习是从业者研究的一种协作形式，我们通过分享在犹太教堂学校进行的课程学习周期的示例来展示这是如何做到的。