Clivaz, StéphaneStéphaneClivazClerc-Georgy, AnneAnneClerc-GeorgyOberthaler, UrsUrsOberthalerFrank Schmid, SilviaSilviaFrank Schmid2024-12-252024-12-252024http://hdl.handle.net/20.500.12162/8021Purpose This article aims to evaluate the current state and planned progress of lesson study (LS) in Switzerland, specifically focusing on the efforts made by different university teacher education institutions across three language regions of the country. Design/methodology/approach First, a literature review is carried out to establish the LS research situation in Switzerland. In a second step, LS projects implemented in three different language regions across Switzerland and key findings thereof will be presented. Findings LS in Switzerland has progressed in terms of research, as can be seen from the publication of 18 papers from seven different universities and classified into three categories. The majority of these papers stem from the Lausanne Laboratory Lesson Study. Swiss LS has also attracted attention in some neighbouring countries. Nevertheless, the sustainability of the LS process in Switzerland is still in its infancy. Some unfavourable factors are due to the cantonal and versatile structure of the Swiss education system. However, thanks to the centre of expertise for LS at Lausanne University of Teacher Education, LS is expanding to other regions of Switzerland. Originality This paper represents the first literature review specifically addressing LS in Switzerland, offering a comprehensive assessment of its research development. Additionally, it is the first study to examine the development of learning communities across different language regions of the country. Moreover, it shows how LS can be implemented and adapted to the varied educational preconditions in Switzerland.enLesson StudyType de référence::Article dans une revue scientifique10.1108/IJLLS-05-2024-0093