I think, therefore I share: Incorporating Lesson Study to enhance pedagogical knowledge exchange

David Allan


This article presents an empirical investigation into teachers’ perceptions of incorporating Lesson Study to enhance pedagogical knowledge exchanges. Drawing on the work of Nonaka and Takeuchi’s SECI model of knowledge creation in an organisation, the research will explore the potential for Lesson Study to facilitate greater collaborative working between teachers, to enhance knowledge sharing, and thus to generate new communities of knowledge. A second strand of the research looks at tacit and explicit forms of pedagogical knowledge and asks whether, as the SECI model suggests, these are interconvertible.


Knowledge exchange; Teacher development; pedagogy

Full Text: PDF


  • There are currently no refbacks.

The Online MPhil/PhD in Education from the UCL Institute of Education, University College London. Become a doctoral researcher without the need to give up your work or personal commitments.

For more information about doctoral research at the UCL Institute of Education, go to http://www.ucl.ac.uk/ioe/courses/graduate-research

ISSN 2049-9558
Link to us!