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C. Carroll

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Open access Sep 2026

Moving from the periphery using pre-service teachers' longer-term views of Lesson Study to inform its expansion

Addressing a gap in the current research, this study aims to capture pre-service teachers' perceptions regarding the nature and impact of Lesson Study in the longer term, one year after completion, thus informing the continued development and refinement of Lesson Study as an embedded, institutionally supported feat...

M. Hourigan, C. Carroll, Michelle Fitzpatrick et al. · 0 citations

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