Exploring the implementation of lesson study in Portugal and England through the lens of institutionalism

Purpose This study examines the challenges and successes of implementing and sustaining lesson study (LS) as an approach to in-service teacher professional development (PD) in primary schools in Portugal and England, highlighting the impact of institutional contexts. Design/methodology/approach Two schools that used LS as an approach to PD over a period of at least three years were identified. The theoretical framework of institutionalism guided the methodology and analysis of findings, seeking to explore relationships between institutionalised PD practices at national and school level, and how interactions between actors in schools helped or hindered the institutionalism of LS. The qualitative case studies included document analysis, observations of LS practices and interviews with teachers and leaders engaging in LS. Findings The findings reveal the importance of institutional entrepreneurs, who create a narrative to support LS, allocate resources to enable it and create a “relational space”, in which it can be tested and tweaked before sharing with others in the school. An institutional entrepreneur is particularly vital when national regulatory frameworks prescribe specific PD types that are not conducive to LS (such as in Portugal). However, even in more open frameworks, the entrepreneur needs to frame the LS model to fit institutionalised expectations. Originality/value This study, with its analysis of strategies that support sustained use of LS in schools, advances the growing field of LS research. This field of research is moving its focus from short-term LS projects that concentrate on immediate impact on teachers and students, to a sustainable approach that uses LS for in-service, school-based teacher PD, a practice with a long history in Japan.