Teacher Educators' Professional Learning Through Lesson Study

• In Event: AERA Poster Session 13
  In Poster Session: Lesson Study SIG: Classroom Insights Poster Session

Abstract

Due to the increasing popularity of the professional development approach Lesson Study (LS) around the world, more becomes clear about its impact of teacher and student learning. However, LS in the context of (Dutch) Initial Teacher Education (ITE) is still relatively new and hardly examined yet. As a consequence, this study examines how teacher educators learn through participation in LS and which conditions are needed for successful implementation of LS in this specific context. Data from two LS teams of teacher educators reveal that LS contributed to the quality of collaboration and creating a shared language on teacher education and pedagogy. The study also shows that structural and cultural conditions should be in place for successful implementation of LS.

Authors

• Tijmen Schipper, Windesheim University of Applied Sciences

• T. Martijn Willemse, Windesheim University of Applied Sciences, The Netherlands

• Sui Lin Goei, Windesheim University of Applied Sciences

• Wouter R van Joolingen, Utrecht University