The aim of the study is to develop and evaluate a set of teacher education strategies that will support practitioners in responding to increasingly diverse populations in schools. Building on previous projects, it sets out to do this by using the viewpoints of students as a catalyst for improvement. This paper will explain how the study builds on evidence which suggests that changes in practice occur as a result of the development of a language with which colleagues can talk to one another about practice. This is why having the opportunity to see colleagues at work is so crucial. It is through shared experiences that colleagues can help one another to articulate what they currently do and define what they might like to do. It is also the means whereby space is created within which taken-for-granted assumptions about particular groups of learners can be subjected to mutual critique. With this in mind, the project makes use of an adapted version of ‘lesson study’, a systematic, inquiry-based procedure for the development of teaching that is well established in Japan and some other Asian countries. Illustrative examples of the use of lesson study approach in the various countries will be provided.