This paper introduces the distinctive features of Learning Study, a branch of lesson study, conducting Hong Kong. It uses a case to illustrate how Learning Study, based on a framework derived from the Theory of Variation, can become a powerful tool to improve the quality of teaching and learning in schools. This paper argues that a conceptual framework that has cornsensus from the research team will form a strong underpinning and help facilitate professionl dialogue between researchers and teachers, therefore extending the potential of lesson study as a tool for improving instruction.
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