“Lesson Study is not a revolution, but an evolution”. Sustainability of Lesson Study, explored in a Norwegian context

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Abstract
Purpose: Efforts in using Lesson Study (LS) as a tool for Professional Development (PD) has in a Norwegian context often tended to be short-lived. Some schools have managed to find solutions for sustainability, and a selection of these are the focus of this study. The objective is to explore supportive factors for sustainability.Design/methodology/approach: This is a case study that explores how LS has been organized and developed in a cluster of three schools in a municipality at the west coast of Norway. These schools have been selected through a purposeful selection based on their long-lasting persistence in using LS as a tool for PD. Data is retrieved from interviews with school leaders and teachers (process facilitators), in addition to teacher surveys.Findings: One of the most important factors for sustainability in LS was found to be school leaders’ commitment, knowledge and engagement in LS. Further, the results highlight “anchoring” LS in the teacher group and securing the relevance of LS in relation to the curriculum. The school leader groups in this study have involved teachers by including them as process facilitators and considered teachers’ views on the content and organizing of LS. Additionally, university collaboration, networking among local schools and schools abroad, knowledge resources and structures (for the LS work) were important factors for sustainability. The step-by-step process of building a culture for LS allowed LS to be a dynamic approach to the schools’ PD.Originality/value: This is the first study that has investigated possible explanations for sustainability of LS in a Norwegian context. The findings can serve as an inspiration or a guide to a sustainable LS approach.

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