How lesson study is used in initial teacher education: an international review of literature. Issue 3 (27th May 2022)

• Record Type: Journal Article
• Authors: Baumfield, Viv; Bethel, Alison; Boyle, Chris; Katene, Will; Knowler, Helen; Koutsouris, George; Norwich, Brahm
• Is Part Of: Teacher development. Volume 26:Issue 3(2022)
• Page Start: 356
• Page End: 372
• Publication Date: 2022-05-27
• Subjects: Lesson study -- initial teacher education -- literature review -- teacher enquiry-based practice; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Career development -- Periodicals; 370.711
• DOI: 10.1080/13664530.2022.2063937
• Languages: English
• ISSNs: 1366-4530

Abstract

ABSTRACT: This article focuses on the use of lesson study (LS) in initial teacher education (ITE) from a mapping review of international research published in peer-reviewed journals. This method enables identification of characteristic features of the research field along with any gaps in the existing evidence base. The authors map out variations in ITE LS practices by employing a seven-dimensional framework of LS to illustrate the range and draw conclusions about the design and use of LS in ITE. They conclude that LS is an example of teacher enquiry-based practice, identified by researchers as one of the means of building the capacity for a self-improving education system. LS and related practices play a crucial role in preparing teachers to adopt a research orientation to their own practice. However, the article also discusses the organisational challenges and the balance between acquiring skills and reflection for beginning teachers when introducing LS into ITE.