The purpose of this article is to describe how Lesson Study as secondorder
action research can be applied and how we planned to evaluate
and improve course design, learners’ progress, team members’
roles and learning objectives of a 2-year university course for English
as a Second Language teachers. The article describes the concept of a
Lesson Study conducted in a course for teachers with aminimumof 3
years of teaching experience, rather than for students or undergraduates
as in traditional concepts of the Lesson Study approach. PFL
(‘Pedagogy and Subject Didactics Programme’) is a 2-year programme
consisting of three seminars and five groups meetings in
which the participants focus on the reflection of their professional
practice in their specific school situation. All participants are required
to plan, carry out and document their own action research project.
The team provides input on action research and current topics in
language teaching and learning, and advises participants. The methodology
follows a mixed-method approach based on action research
methodologies including questionnaires, interviews and observations.
Analyses are conducted qualitatively and quantitatively. The
article presents the concept of the project but not yet findings at this
stage due to curriculum development and approval issues.