This case study explores the methods and implementation considerations of peer-learning approaches to changing teaching practice in the Indonesian context, where cluster-based training is deeply embedded the education system. It also has been used recently through a program called USAID/PRIORITAS (details below) to disseminate professional development through a structured lesson study approach.
Using activity theory to understand teacher peer learning in Indonesia
Pouezevara, S., Sentosa, F., & Asrianti, T. (2018). Using activity theory to understand teacher peer learning in Indonesia. In S. Pouezevara (Ed.), Cultivating dynamic educators: Case studies in teacher behavior change in Africa and Asia (pp. 205-248). RTI Press. RTI Press Book No. BK-0022-1809 https://doi.org/10.3768/rtipress.2018.bk.0022.1809