Object: The aim of this paper is to present a work in progress that explores a way to estimate the impact of Lesson studies (LS) on teachers.
Method: Firstly, we will present the results of a literature review that points out the diversity of practice concerning LS around the world: our sample explores several kinds of LS, from the US Lesson Studiy (Fernandez & Yoshida, 2004; Hart, Alston, & Murata, 2011; Inprasitha, Isoda, Wang-Iverson, & Yeap, 2015; Isoda, Stephens, Ohara, & Miyakawa, 2007; Lewis & Hurd, 2011; Stepanek, Appel, Leong, Turner Mangan, & Mitchell, 2007), to the UK Lesson Study (Dudley, 2015; Norwich & Jones, 2014), including the Learning Study (Lo, 2012; Marton & Tsui, 2004). This will lead us to propose a definition of LSs, which includes a large variety of facultative features but also sets limits to LSs by imposing minimal components (Buchard & Martin, 2017).
Secondly, we will introduce the concept of self-esteem; especially, we will present Rosenberg’s self-esteem scale (RSE) and its translation and validation by Vallieres & Vallerand (1990). During this part of our presentation, we will briefly discuss the reason why we chose self-esteem as indicator of impact of LSs on teachers’ professional development.
Finally, we will show the first results of a local research, realised with pre-service teachers in the University of teachers’ education of Lausanne (French-speaking Switzerland). Contextual adaptations will be described to discuss the possible generalization of this kind tool: by studying teachers’ self-esteem before and after a LS, in a large scale, we will be able to have a first quantitative measure of the effect of LSs on teachers’ professional development.
Results: More qualitatively, our first results show how some components of a LS seem to impact participants’ self-esteem.
Conclusion: These results also invite us to refine the model of our questionnaire to describe more accurately the features and process of the LS.