ERIC Number: EJ1022625
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 45
Lesson Study: Towards a Collaborative Approach to Learning in Initial Teacher Education?
Cajkler, Wasyl; Wood, Phil; Norton, Julie; Pedder, David
Cambridge Journal of Education, v43 n4 p537-554 2013
Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley's framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a "research lesson". This was taught by the mentor while the trainee and other teachers observed the learning of three "focus" students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the "pedagogic black-box" enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements.
Descriptors: Foreign Countries, Teacher Education, Case Studies, Mentors, Communities of Practice, Interviews, Teamwork, Faculty Development, Cooperation, Preservice Teachers, Partnerships in Education, College School Cooperation, Observation, Feedback (Response), Microteaching, Geography Instruction, Mathematics Instruction, Modern Languages, Qualitative Research
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Publication Type: Reports - Research; Journal Articles
Education Level: Secondary Education; High Schools; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)