Lesson Study in Initial Teacher Education: Opportunities, Challenges, and Caveats

• In Event: Sheraton Roundtable Session 11
  In Roundtable Session: Developing Their Craft: Teacher Educator Pedagogies Toward Innovative Change

Abstract

We present a dual case study on Lesson Study (LS) in initial teacher education (ITE) from the perspective of student teachers and of teacher educators. Lesson Study (LS) is a form of teachers’ professional development involving collaborative inquiry cycles revolving around studying, planning, enacting, observing, and analyzing classroom ‘research lessons’ with an explicit focus on pupils’ learning. Within this ITE context LS is framed as a boundary object, strengthening the relation between teacher education institute and school. Observations and reflection reports of student teachers showed they approached lesson planning in a more inquisitive way, improving applying theory into practice. In their learner reports teacher educators mentioned they needed external expertise to focus on the learning activities of their student teachers.

Authors

• Wouter R van Joolingen, Utrecht University

• Sui Lin Goei, Windesheim University of Applied Sciences

• T. Martijn Willemse, Windesheim university of applied sciences

• Tijmen Schipper, Windesheim University of Applied Sciences