Samenvatting

Since classrooms have become more diverse, professional development on adaptive teaching seems
critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit
focus on student learning. In total, 22 Lesson Study participants from different school contexts were
interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the
analyzing framework to explore its adequacy for understanding teacher professional growth. The results
reveal teacher professional growth in adaptive teaching competence and show how the intensive focus
on student learning, collaborative professional experimentation and the facilitators' role may contribute
to this.