Edited by Nina Lazarević*, Tatjana Paunović* and Ljiljana Marković**
University Of Nis, SRB*
University of Belgrade, SRB**

This paper reports on how Lesson Study (LS) has been used and researched as a supporting tool in EFL teacher education at the University of Stavanger. LS has been a compulsory part of EFL teacher education courses at the University of Stavanger since 2012. All EFL student teachers are required to carry out a LS project during their group teaching practice and to write a follow-up report that includes reflective notes and a presentation to their peers. Data collected over the last four years has included recordings of supervision sessions, video-recorded lessons, focus group interviews, LS reports and student reflection notes. These were analysed using two types of content analysis: the first was where the categories emerged from the text (Krippendorf 2013), while the second used a predesigned rubric adapted from Cochran-Smith et al. (2009). The experiences and research on LS in EFL teacher education at the University of Stavanger show that, while it is challenging and demanding, the student teachers nevertheless acknowledge that it makes a positive contribution to their professional teacher development. The implications are that there are clear benefits of using LS as a supporting tool in EFL teacher education.