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This article aims to evaluate the current state and planned progress of lesson study (LS) in Switzerland, specifically focusing on the efforts made by different university teacher education institutions across three language regions of the country.

First, a literature review is carried out to establish the LS research situation in Switzerland. In a second step, LS projects implemented in three different language regions across Switzerland and key findings thereof will be presented.

LS in Switzerland has progressed in terms of research, as can be seen from the publication of 18 papers from seven different universities and classified into three categories. The majority of these papers stem from the Lausanne Laboratory Lesson Study. Swiss LS has also attracted attention in some neighbouring countries. Nevertheless, the sustainability of the LS process in Switzerland is still in its infancy. Some unfavourable factors are due to the cantonal and versatile structure of the Swiss education system. However, thanks to the centre of expertise for LS at Lausanne University of Teacher Education, LS is expanding to other regions of Switzerland.

While this paper does not delve into extensive research on the development of LS in Switzerland, it highlights the need for further research to analyse the conditions and constraints impacting the sustainability of learning communities in the country.

This paper represents the first literature review specifically addressing LS in Switzerland, offering a comprehensive assessment of its research development. Additionally, it is the first study to examine the development of learning communities across different language regions of the country. Moreover, it shows how LS can be implemented and adapted to the varied educational preconditions in Switzerland.

The purpose of this poster is to present the new Lausanne Laboratory Lesson Study.

It stresses the links between six dimensions of this research center.

The poster provides a list of current researches and a list of publications.

This research center is the first about Lesson Study in French-speaking countries.

The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and accompaniment of learning. This course aims to develop students’ ability to analyse their practice and to shift attention to pupils’ learning processes.

Data were collected on the contribution of the LS system and interaction protocols used in class, according to students.

Qualitative analysis of this data shows the role played by the use of theoretical concepts in the quality of their planning, the depth of their analysis and the quality of their work in class.

This work opens avenues for teacher training, in particular in terms of encouraging students to use theoretical concepts to prepare, implement and analyse their teaching.

This approach is of interest in that it examines the use of theoretical concepts in a study lesson system during initial teacher training.