Lesson Study as a professional tool to strengthen collaborative enquiry in mentoring sessions in Initial Teacher Education

PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.FindingsThe case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.Research limitations/implicationsThe three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.Practical implicationsThe potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.Originality/valueThis is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.

Download Full-text

Using lesson study to support knowledge development in initial teacher education: Insights from early number classrooms

Teaching and Teacher Education ◽

10.1016/j.tate.2016.04.002 ◽

2016 ◽

Vol 57 ◽

pp. 161-175 ◽

Cited By ~ 24

Author(s):

Aisling M. Leavy ◽

Mairéad Hourigan

Keyword(s):

Teacher Education ◽

Lesson Study ◽

Initial Teacher Education ◽

Knowledge Development ◽

Early Number

Download Full-text

Lesson studies in initial mathematics teacher education

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-08-2016-0021 ◽

2017 ◽

Vol 6 (2) ◽

pp. 169-181 ◽

Cited By ~ 20

Author(s):

João Pedro da Ponte

Keyword(s):

Teacher Education ◽

Lesson Study ◽

Mathematics Teacher Education ◽

Initial Teacher Education ◽

Working Relationships ◽

Content Type ◽

Critical Friends ◽

Key Issues ◽

Definition Of ◽

Google Search

Purpose The purpose of this paper is to review the research concerning the use of lesson studies in the education of secondary school prospective mathematics teachers. It discusses the adaptations made on the designs, the aims and outcomes established, the processes used, and the needed improvements in the experiences reported so far. Design/methodology/approach The scientific studies reviewed were identified in a Google search, using the key words “lesson study”, “mathematics”, and “secondary.” The identified material was recorded in a database and the themes for the analysis cover the planning, execution, and reflection phases of a formative process. Findings The paper identifies the several pending issues regarding the use of lesson studies in prospective teacher education such as defining the aims, establishing the relationships among participants, scaling, and adapting lesson studies for the particular purpose of educating future teachers. Research limitations/implications At a practical level, this review suggests that lesson studies in pre-service teacher education must have a clear formative aim. It also shows that many formats are possible and must be chosen according to the specific conditions. In addition, it suggests the need for research regarding the definition of the aims, the working relationships established among participants, the problem of scale, and the problem of adaptation or simplification. Originality/value The paper identifies the key issues in the design of lesson studies in initial teacher education. It argues that besides signaling the positive outcomes, more critical (or self-critical) investigations are needed, e.g. using external researchers as “critical friends”, which address their difficulties, limitations, and drawbacks in a more thorough way.

Download Full-text

A literature review of lesson study in initial teacher education

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-06-2017-0030 ◽

2018 ◽

Vol 7 (1) ◽

pp. 8-22 ◽

Cited By ~ 18

Author(s):

Deborah Lynn Sorton Larssen ◽

Wasyl Cajkler ◽

Reidar Mosvold ◽

Raymond Bjuland ◽

Nina Helgevold ◽

...

Keyword(s):

Teacher Education ◽

Literature Review ◽

Student Teachers ◽

Lesson Study ◽

Initial Teacher Education ◽

Learning Needs ◽

Research Papers ◽

Content Type ◽

National Team ◽

Definition Of

Purpose The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and observation were discussed in studies of LS in ITE. Design/methodology/approach Each national team (in Norway and Britain) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: how learning is represented and discussed; and the extent to which observation is described and used to capture evidence of learning. Findings The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations. Research limitations/implications This study was limited to a review of a selection of peer-reviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material, e.g. theses and book chapters. Practical implications Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies. Originality/value This literature review suggests that discussion of both learning and observation in ITE LS research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: how to prepare student-teachers to observe (professional noticing being a promising option), the wide variation in the focus of classroom observation in ITE lesson studies, and discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

Download Full-text

Lesson Study as a Means to Change Secondary Preservice Physics Teachers’ Practice in the Use of Multiple Representations in Teaching

Education Sciences ◽

10.3390/educsci11120791 ◽

2021 ◽

Vol 11 (12) ◽

pp. 791

Author(s):

Teresa Conceição ◽

Mónica Baptista ◽

João Pedro da Ponte

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Lesson Study ◽

Qualitative Data ◽

Teacher Education Program ◽

Multiple Representations ◽

Initial Teacher Education ◽

9Th Grade ◽

Learning Centered ◽

Essential Resource

Multiple representations, such as experimental data, schemas, tables, and graphs, are an essential resource in science teaching. However, their use in the classroom typically poses a challenge for preservice teachers. The aim of this research is to examine changes in the practices of a group of preservice teachers regarding the use of multiple representations in the teaching of kinetic energy to 9th grade students, when this training is included in their initial teacher education program. For this purpose, a collaborative, reflexive, and student-learning centered approach, namely, a lesson study with three cycles, was implemented. A descriptive and content analysis for qualitative data collected showed improvement in the practices of the preservice teachers, namely on the representations both of the event that represents the “real” world, as well as of the scientific concepts. The results obtained contribute to deepening the knowledge on the use of multiple representations by preservice teachers, as well as to increasing the knowledge on using lesson study to develop the ability to use multiple representations during initial teacher education.

Download Full-text