Lesson Study and the construction of capital: empowering children through dialogic engagement

Research output: Contribution to journalArticle


This paper explores the use of Lesson Study in primary schools in England as a powerful tool for developing teachers’ pedagogical knowledge, and for shaping teaching practices that encourage children’s engagement. Through Lesson Study, a critical space for dialogic engagement is generated, wherein children contribute to, and shape, teaching and teacher learning. Teachers’ perspectives of using Lesson Study were captured using 26 semi-structured interviews and Bourdieu’s notion of capital was used to conceptualise and analyse the impact on children. It is proposed that Lesson Study generates opportunities for teachers to explore relations of power through dialogue between teacher and child.
Original languageEnglish
JournalEducation 3-13: International Journal of Primary, Elementary and Early Years Education
Early online date16 Jun 2020
Publication statusE-pub ahead of print - 16 Jun 2020


  • Lesson Study
  • Bourdieu
  • Cultural capital
  • Disaffection
  • Dialogic engagement

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  • Research Output

    Lesson Study

    Allan, D., Boorman, D., O'Doherty, E. M. & Smalley, P., 20 Dec 2018, Becoming a Research-Informed School: Why? What? How?. Cain, T. (ed.). Routledge: London, p. 159-177

    Research output: Chapter in Book/Report/Conference proceedingChapter

  • Open Access
  • 3 Citations (Scopus)
    60 Downloads (Pure)


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