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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Lesson study in teacher education: Learning from a challenging case
Raymond Bjuland, Reidar Mosvold
Teaching and Teacher Education (2015) Vol. 52, pp. 83-90
Open Access | Times Cited: 115

Showing 1-25 of 115 citing articles:

Lesson Study: professional development (PD) for beginning and experienced teachers
Fer Coenders, Nellie Verhoef
Professional Development in Education (2018) Vol. 45, Iss. 2, pp. 217-230
Open Access | Times Cited: 163
Professional growth in adaptive teaching competence as a result of Lesson Study
Tijmen Schipper, Sui Lin Goei, Siebrich de Vries, et al.
Teaching and Teacher Education (2017) Vol. 68, pp. 289-303
Open Access | Times Cited: 104
Indonesian Curriculum 2013: Instructional Management, Obstacles Faced by Teachers in Implementation and the Way Forward
Imam Gunawan
(2017)
Open Access | Times Cited: 94
Empirical research on teacher competence in mathematics lesson planning: recent developments
Mustafa Çevikbaş, Johannes König, Martin Rothland
ZDM (2023) Vol. 56, Iss. 1, pp. 101-113
Open Access | Times Cited: 22
A literature review of lesson study in initial teacher education
Deborah Lynn Sorton Larssen, Wasyl Cajkler, Reidar Mosvold, et al.
International Journal for Lesson and Learning Studies (2017) Vol. 7, Iss. 1, pp. 8-22
Closed Access | Times Cited: 76
Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice
Raymond Bjuland, Nina Helgevold
Teaching and Teacher Education (2017) Vol. 70, pp. 246-254
Closed Access | Times Cited: 51
A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study
Christine L. Bae, Kathryn N. Hayes, Jeffery C. Seitz, et al.
Teaching and Teacher Education (2016) Vol. 60, pp. 164-178
Open Access | Times Cited: 50
Theory and Practice of Lesson Study in Mathematics
Rongjin Huang, Akihiko Takahashi, João Pedro da Ponte
Advances in mathematics education (2019)
Closed Access | Times Cited: 47
Synergy between lesson study and content representation in a preservice teacher practicum
Paulo Maurício, Bianor Valente
Teaching and Teacher Education (2024) Vol. 142, pp. 104525-104525
Closed Access | Times Cited: 4
A systematic review of transparency in Lesson Study research: how do we report on the observation and reflection stages?
Klara Kager, Eva Kalinowski, Anne Jurczok, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 4
Utilizing Virtual Lesson Study for Agriculture Teacher Professional Development and Social Support Goals
Amy M. Leman, Eliza Petry, Joseph Birrittier
Journal of Agricultural Education (2025) Vol. 66, Iss. 1, pp. 44-44
Closed Access
Lesson study in field practice: a time-lagged experiment in initial teacher education in Norway
Elaine Munthe, Raymond Bjuland, Nina Helgevold
International Journal for Lesson and Learning Studies (2016) Vol. 5, Iss. 2, pp. 142-154
Closed Access | Times Cited: 41
Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review
Gabriel Hervas
AERA Open (2021) Vol. 7
Open Access | Times Cited: 30
The Implementation of Lesson Study Based Learning Management and the Effect toward Students’ Activeness in Lecturing
Imam Gunawan
JPP (Jurnal Pendidikan dan Pembelajaran) (2018) Vol. 24, Iss. 2, pp. 51-63
Open Access | Times Cited: 35
A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes
Klara Kager, John Paul Mynott, Miriam Vock
International Journal of Educational Research Open (2023) Vol. 5, pp. 100272-100272
Open Access | Times Cited: 9
Development of research skills through research-focused microteaching lesson study in preservice teacher education
Tibor Vígh
Teaching and Teacher Education (2024) Vol. 145, pp. 104618-104618
Open Access | Times Cited: 3
Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey
İlknur Bayram, Fatma Bıkmaz
SAGE Open (2021) Vol. 11, Iss. 2
Open Access | Times Cited: 22
Approaches to studying teacher collaboration for instructional improvement: A review of literature
Hayley Weddle
Educational Research Review (2021) Vol. 35, pp. 100415-100415
Closed Access | Times Cited: 20
Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism?
Vicky Willegems, Els Consuegra, Katrien Struyven, et al.
Teaching and Teacher Education (2018) Vol. 76, pp. 126-139
Closed Access | Times Cited: 26
Incorporating lesson study in ITE: organisational structures to support student teacher learning
Aoibhinn Ní Shúilleabháin, Raymond Bjuland
Journal of Education for Teaching International Research and Pedagogy (2019) Vol. 45, Iss. 4, pp. 434-445
Open Access | Times Cited: 25
A review of lesson study in mathematics education from 2015 to 2022: implementation and impact
Meixia Ding, Rongjin Huang, Catherine Pressimone Beckowski, et al.
ZDM (2023) Vol. 56, Iss. 1, pp. 87-99
Closed Access | Times Cited: 7
Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices
Özgehan Uştuk, İrem Çomoğlu
Journal on Efficiency and Responsibility in Education and Science (2019) Vol. 12, Iss. 2, pp. 41-50
Open Access | Times Cited: 22
The Implementation of the Lesson Study Strategy in Teaching Mathematics: Teachers’ Perspectives
Naem M. Alamri
Education Research International (2020) Vol. 2020, pp. 1-8
Open Access | Times Cited: 18
Facilitating real-time observation of, and peer discussion and feedback about, practice in writing classrooms
Judy M. Parr, Eleanor Hawe
Professional Development in Education (2016) Vol. 43, Iss. 5, pp. 709-728
Closed Access | Times Cited: 19
Learning from teaching: pre-service primary teachers’ perceived learning from engaging in formal Lesson Study
Máiréad Hourigan, Aisling Leavy
Irish Educational Studies (2019) Vol. 38, Iss. 3, pp. 283-308
Closed Access | Times Cited: 19
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