School Development Through Teacher Research.

Edited by Inger Eriksson and Kalafunja Osaki. Presents the results from a three-year joint research project conducted by educational researchers from Tanzania and Sweden. Though the country contexts differ in social, economic, and educational conditions, many recurrent education challenges are shared, including the tendency to make educational reforms with little or no input from professionals. New educational reforms in both countries place greater responsibility on teachers to organise teaching that enables all students to develop required abilities. The project used Lesson Study and Learning Study as models for developing and improving the quality of teaching. The research was realised through four case studies in each country, focused on Science, Vocational Skills and Home Economics, English as a second language, and Mathematics in grades 6-7. For teachers, teacher educators, curriculum designers, educational supervisors, and students of pedagogy who seriously wish to see genuine learning take place rather than merely content coverage.