Adapting 'lesson study' to investigate classroom pedagogy in initial teacher education: what student-teachers think. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Cajkler, Wasyl; Wood, Phil
• Is Part Of: Cambridge journal of education. Volume 46:Issue 1(2016)
• Page Start: 1
• Page End: 18
• Publication Date: 2016-01-02
• Subjects: lesson study -- initial teacher education -- school-based -- teaching practice; Teachers -- Training of -- Great Britain -- Periodicals; 370.5
• DOI: 10.1080/0305764X.2015.1009363
• Languages: English
• ISSNs: 0305-764X

Abstract

Abstract : This paper reports findings from a project that explored the use of a modified form of 'lesson study' in a one-year programme of secondary school initial teacher education (ITE). Twelve mentors and student-teachers worked in pairs to design and teach two 'research lessons' in the course of two eight-week teaching practice placements as part of a university–school partnership for the preparation of new teachers. Participating student-teachers reported that engagement in this form of lesson study with a mentor was an effective way to help them grow individual teaching skills, knowledge and confidence in teaching placements. In addition, in most cases, it enabled active and creative participation in a community of teacher learners. However, engagement in lesson study not only supported student-teachers to meet 'qualifying to teach' standards, but also offered opportunities for holistic study of teaching and learning, leading to growth in what we characterise as 'pedagogic literacy'.