ABSTRACT. This paper argues that the historical and current translation of educational, psychological and neuroscience research into teaching has not fulfilled its promise because of insufficient focus on previous educational ideas about developing a theory of teaching and on lessons as sites for teacher enquiry. This paper aims to examine how the relationship between psychology/neuroscience and teaching can be enhanced through a strategy in which teachers and psychologists collaborate in the study and development of a range of teaching and learning techniques in teaching settings. It is suggested that Lesson Study with its principles of collaborative reflective professional learning about teaching and learning has the potential to enhance meaningful professional learning and teaching developments. A model is proposed which reaffirms the central role of teacher research through Lesson Study in enhancing the relationships between research, knowledge and practice. pp. 172–190

Keywords: educational psychology; neuroscience; teaching; learning; lesson study; research

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University of Exeter

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