Challenges and solutions when implementing lesson study from the perspective of German primary schools

Purpose This study examines the experiences of five German primary schools implementing Lesson Study over a five-year period. When lesson study is to be implemented in Germany, teachers are typically skeptical and do not believe that it will work in their schools. Although four of the schools from our project consider the implementation at their school to be quite successful and report many positive effects, in this article, we focus on the difficulties and strategies for overcoming them. We also report the schools’ recommendations for other schools wishing to implement lesson study. Design/methodology/approach Using maximum variation sampling, we conducted semi-structured interviews with ten German primary teachers and principals from five schools taking part in the nationwide LemaS project. The interviews were recorded, transcribed and analyzed using qualitative content structuring analysis. Findings The study identified several challenges, ranging from fundamental criticism of lesson study to a lack of resources. All but one school found ways to navigate these challenges. The main themes for success included fostering motivation for lesson study and adequate support from the school leadership. Practical implications This study offers examples of strategies of schools to overcome typical hurdles when implementing lesson study. We also present a list of ten recommendations derived from the interviewees that can serve as pragmatic guidelines for practitioners and researchers willing to implement and sustain lesson study. Originality/value This study captures the experiences of both teachers and school leaders, providing practical insight for schools wishing to implement the lesson study in a sustainable way.