Lesson and Learning Study: a globalizing form of teacher research.

If a teacher wants to learn how to teach a particular topic what body of knowledge can s (he) turn to? For example, is there no body of professional scholarship on how to teach „fractions ‟ or „rotation and revolution of the moon and the earth‟? It is now 40 years or more since Lawrence Stenhouse coined the idea of „the teacher as a researcher ‟ who engaged in systematic self-study “through the study of the work of other teachers and through the testing of ideas by classroom research procedures. ” (1975, Ch 10) Many would claim that the idea is alive and well as a well established approach to school improvement and on postgraduate CPD programmes. If so, then why no systematic structuring of what teachers have learned through their research, organised around the topics the national curriculum requires them to teach? Some might argue that such a systematic structuring of a shared body of professiona