Supervising Lesson Study in Initial Science Teacher Education

• In Event: 63.065 - Lesson Study in the Netherlands: Current Trends and Issues

Abstract

Apart from use in the context of teacher professional development, Lesson Study is applied in initial teacher education in an increasing number of cases (Saito, 2012). Several studies support the role of LS in initial teacher education (ITE). Lesson study can reduce the gap between theory and practice (e.g.Tsui & Law, 2007), and serve as intermediate between teacher education institute and schools, and as a support to the development of pedagogical and design skills (Cajkler & Wood, 2016).
In this presentation we discuss the introduction of Lesson Study in initial science teacher education programs. We present a case study in which students in science teacher education engaged in a Lesson Study cycle. Under supervision of an experienced teacher educator they designed a lesson, following the Lesson Study model described by De Vries, Verhoef and Goei (2013). One of the students taught the lesson while the others observed selected ‘case pupils’ in the class. After a post-lesson discussion the lesson was redesigned, taught again and discussed again. In total three Lesson Study groups were followed, each consisting of four or five students. They created lessons in mathematics (geometry), biology (ecology) and chemistry (molecular structures) respectively. Data consisted of the minutes of design meetings, intermediate products of the design processes, observation forms of the lessons as well as minutes and audio recordings of the post-lesson discussions. Data was analyzed for evidence of (1) indications that students were able to apply pedagogical theory in their lesson designs (2) evidence for change in student attitude on lesson design based on the observation results (3) development of design skills and (4) student attitudes toward lesson study as part of their professional repertoire. Findings indicate that students easily get absorbed by the practical aspects of the lessons and supervision is necessary for explicitly linking theory into practice. The function of Lesson Study as a boundary object (Bakker & Akkerman, 2014) between teacher training institute, where theory is taught and practice, where it is applied. Participants do indicate that they did assume a pupil-centered stance in the design process, partly because this was addressed explicitly in the design sessions and partly as an effect of engaging in pupil observations. All participants mention that the lesson study experience contributed to their design skills, in particular as a consequence of the interaction with experts that supported the teams. Finally, the lesson study process is valued as something that adds particular value to the program, compared to the standard courses and internships.
Concluding, Lesson Study in initial teacher education contributes to teacher students’ professional attitude and skills but requires specific coaching and supervision to achieve maximum effect, as a consequence of the smaller amount of experience that students have.

Author

• Wouter R van Joolingen, Utrecht University