HIROSHIMA, 14 May 2026 — On the fifth day of the official working visit to Hiroshima, H.E. Mrs. Dulce de Jesus Soares, Minister of Education of the Democratic Republic of Timor-Leste, together with the delegation, accompanied by Counsellor Celio of the Embassy, Professor Tatsuya Kusakabe, and Ms. Hitomi Sato from the Center for the Study of International Cooperation in Education (CICE), Hiroshima University, attended a presentation session at Hiroshima University focusing on Lesson Study, a collaborative professional development approach originally developed in Japan.
The session commenced with welcoming remarks delivered by Professor Shigeo Mase, Director of EVRI, and Professor Kyoji Maruyama, Dean of the School of Education. Members of EVRI’s Teacher Education and Lesson Study Unit, including Associate Professor Hiromi Kawaguchi, Associate Professor Nariakira Yoshida, and Associate Professor Miyuki Okamura, later delivered presentations on the core concepts and international implementation of Lesson Study.
During the presentations, it was explained that Lesson Study is not merely a teacher training method, but rather a continuous and collaborative process through which educators jointly plan, observe, and reflect upon “research lessons” with the objective of improving both teaching practices and student learning outcomes.
The presenters further emphasized the importance of adapting Lesson Study to the educational context of Timor-Leste. They noted that the effectiveness and sustainability of Lesson Study depend not on simply replicating a Japanese or international model, but on appropriately adjusting its principles and practices to local educational realities and community needs.
In addition, the presentations highlighted the dual purpose of Lesson Study in strengthening teachers’ professional development while simultaneously enhancing students’ learning experiences through collaboration, reflection, and shared learning. The session also underscored that, although Lesson Study follows a standard six-step cycle, its broader supporting phases — particularly preparation and expansion — are equally essential to ensure sustainable implementation and long-term educational improvement.
