Japanese lesson study (LS) is a professional development approach in which teachers collaboratively plan a lesson, observe it being taught and then discuss what they have learnt. LS’s global spread is increasing but studies have identified several challenges to its implementation: the lack of structures and systems to accommodate LS (especially time); the focus on demonstrating short-term impact; a lack of teacher research skills; a dearth of access to quality learning and research material; the absence of available koshis; and accountability pressures. The purpose of this paper is to examine the “translation” of Japanese LS through a case study of one English secondary school.,This study is a case study of a single school which has been using LS as an approach to professional development for five years. A documentary analysis of the school’s LS Handbook sought to understand the school’s approach to LS as articulated by senior leadership. Six observations of the schools LS processes were then carried out including planning, research lessons and post-lesson discussions. Finally, one senior leader who had led LS implementation and five teachers who had been working in the school during the implementation stage were interviewed. The findings are analysed against Seleznyov’s (2018) seven critical components of Japanese LS.,Several key deviations from Japanese LS are identified including: a lack of whole school theme studied over time; little kyozai kenkyu and no written lesson planning; teachers deviating from the role of observers in research lessons; no facilitator and little use of discussion protocols; no koshi; and struggles to ensure mobilisation of knowledge between LS groups. Several of these represent gaps between the school’s LS policy and practices. The findings show that LS practices have become diluted over time and that giving teachers choices seems to have led to teachers not adhering to important aspects of the LS policy.,One of the limitations of the research is its focus on the perceptions of a small group of teachers who were likely to be more passionate about LS than others, and perhaps a deeper understanding of the challenges to implementation might be enabled by interviewing a wider range of engaged teachers, especially those who are perceived as “resisting” full engagement. Further research might also explore whether the implementation challenges faced by this school are replicated in other English schools and in other countries using LS as an approach to professional development.,Several implications for English school leaders seeking to implement LS are discussed, including the need to articulate the rationale for the protocols that shape LS, especially for staff new to the school and to check that important protocols are adhered to over time.,Whilst several studies of LS in the UK have explored its impact on teachers and pupils, and the challenges and successes of introducing LS into a UK context, this study provides a different perspective. It explores the challenges of using LS over time as a consistent approach to professional development in a school and seeks to understand how both resistance and dilution can affect its impact on practice.

中文翻译：

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课程研究：探索英格兰的实施挑战

日语课程学习 (LS) 是一种专业发展方法，在这种方法中，教师合作计划课程，观察所教授的课程，然后讨论他们所学的内容。LS 的全球传播正在增加，但研究已经确定了其实施面临的几个挑战：缺乏适应 LS 的结构和系统（尤其是时间）；专注于展示短期影响；缺乏教师研究技能；缺乏获得优质学习和研究材料的机会；没有可用的 koshis；和问责压力。本文的目的是通过一所英语中学的案例研究来检验日语 LS 的“翻译”。本研究是对一所已经使用 LS 作为专业发展方法五年的单一学校的案例研究. 对学校 LS 手册的文件分析试图了解学校高层领导所阐述的 LS 方法。然后对学校 LS 过程进行了六次观察，包括规划、研究课程和课后讨论。最后，采访了一位领导 LS 实施的高级领导和 5 名在实施阶段一直在学校工作的教师。根据 Seleznyov (2018) 的日本 LS 的七个关键组成部分对调查结果进行了分析。确定了与日本 LS 的几个主要偏差，包括：缺乏随着时间的推移研究的整个学校主题；小kyozai kenkyu，没有书面教案；教师在研究课程中偏离观察员的角色；没有主持人和很少使用讨论协议；没有koshi；并努力确保 LS 团体之间的知识动员。其中一些代表了学校的 LS 政策和实践之间的差距。研究结果表明，随着时间的推移，LS 实践已经被淡化，并且给予教师选择似乎导致教师不遵守 LS 政策的重要方面。,该研究的局限性之一是它侧重于一小群人的看法的教师可能比其他人对 LS 更有热情，也许通过采访更广泛的参与教师，尤其是那些被认为“抵制”全面参与的教师，可以更深入地了解实施面临的挑战。