Abstract

In order to better understand the contribution of Lesson Study to teacher professional development, their implementation in three Chilean schools is analyzed. Using an intrinsic case study design, semi-structured interviews were conducted in a group of language teachers, to investigate the possible impacts the lesson study implementation may have had on their professional development , analyze the elements that need adjustment. The analysis was carried out by means of open coding to reveal relevant themes. Results showed that teachers acknowledged a contribution in the collaborative work they were able to do, describing the process as an authentic experience that positively affected key professional skills for their pedagogical work. Finally, aspects of its implementation are discussed, , projections of its usefulness are made to establish a collaborative network between schools.