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Teachers in Dutch mainstream secondary education are faced with a complex challenge to tailor their instruction to an increasingly diverse student population while at the same time having to meet national and school quality standards. Consequently, this demands a high degree of adaptability of teachers though they do not always feel capable to address their students’ learning needs. The Japanese professional development approach Lesson Study may address this given its distinct focus on student learning. In a Lesson Study cycle, small groups of teachers systematically prepare, teach and observe, evaluate, and refine so-called research lessons. Despite rapidly growing research evidence in the context of Lesson Study, only limited studies focus on the influence of participating in Lesson Study on teachers’ adaptive teaching behavior and their feelings of competence (as a vital predictor of teacher behavior). Moreover, the school context in which teacher professional learning ideally takes place is generally not included in Lesson Study research. This doctoral dissertation examines these issues through four empirical studies. The results show that teachers who participate in Lesson Study become more aware of students’ different learning needs and feel more capable to address these needs and to engage all students in their classroom. In addition, the school context, in particular school conditions such as facilitated time, collaboration with colleagues, and support from school (department) leaders, was found to be essential in order to promote teacher learning through Lesson Study. Conversely, participating in Lesson Study may also influence how teachers perceive the school context.

Teacher professional learning through Lesson Study: an examination of Lesson Study in relation to adaptive teaching competence, teacher self-efficacy, and the school context