This book analyses the organisation cultures that promote Japanese Lesson Study identifies the
soul of lesson study which is missing in other cultures and discusses the conditions for
successfully transplanting the Lesson Study to other cultures. Adopting Nonaka and Tateuchi's
(1995) SECI knowledge creation model as the analytical lens it explores the tacit and explicit
knowledge convention and creation processes in lesson study. Unpacking the mechanism of the
knowledge management process and practices could assist policy makers and school administrators
educators in contextualising lesson study to their school systems. The book provides an
accessible discussion of the benefits and challenges of introducing lesson study and presents
three new research dimensions to analyse it: reviewing the historical development of lesson
study in terms of the pendulum swings between professional accountability and state
accountability in developing the school-based curriculum and the national curriculum examining
lesson study as a knowledge management tool for creating pedagogical knowledge for curriculum
implementation: and studying the kaizen kata embedded in the PDCA cycles of lesson study as an
organization routine for school improvement.
