Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Bridging the school placement gap with peer micro-teaching lesson study

Bridging the school placement gap with peer micro-teaching lesson study Purpose– An adapted version of lesson study (peer micro-teaching lesson study (PMLS)) was used in a one-year initial teacher education (ITE) programme for prospective secondary school teachers of geography, history, citizenship and social science in England. The purpose of this paper is to support student-teachers through an opportunity to share knowledge, skills and practice from their first teaching placements. Design/methodology/approach– In cross-curricular groups (of three or four), the student-teachers co-designed lessons that focused on developing thinking skills when teaching advanced-level content. Two “research lessons” were designed following the use of an initial questionnaire. Feedback from student-teachers was sought through a post-PMLS questionnaire. Participants’ discussions were recorded between the two “research lessons” to capture references to subject knowledge (SK), placement experiences and exploratory talk. Findings– Principal findings to emerge from the project were: cross-curricular PMLS helped to support student-teachers’ development between their two school environments. The collaborative process allowed them to build on their first school experiences by sharing and reflecting on their placements, learning from each other’s pedagogical practice and by improving SK both within and outside of their own specialism. Originality/value– The work is the first known use of PMLS in ITE in the UK, demonstrating that it can be used as a bridge between the first and second school placements. It elaborates a cross-curricular collaborative vision for the use of modified forms of LS in the preparation of new teachers in programmes that are now largely school-led. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

Bridging the school placement gap with peer micro-teaching lesson study

Download PDF
12 pages

Loading next page...
 
/lp/emerald-publishing/bridging-the-school-placement-gap-with-peer-micro-teaching-lesson-rPKF00XN0K
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-8253
DOI
10.1108/IJLLS-11-2015-0035
Publisher site
See Article on Publisher Site

Abstract

Purpose– An adapted version of lesson study (peer micro-teaching lesson study (PMLS)) was used in a one-year initial teacher education (ITE) programme for prospective secondary school teachers of geography, history, citizenship and social science in England. The purpose of this paper is to support student-teachers through an opportunity to share knowledge, skills and practice from their first teaching placements. Design/methodology/approach– In cross-curricular groups (of three or four), the student-teachers co-designed lessons that focused on developing thinking skills when teaching advanced-level content. Two “research lessons” were designed following the use of an initial questionnaire. Feedback from student-teachers was sought through a post-PMLS questionnaire. Participants’ discussions were recorded between the two “research lessons” to capture references to subject knowledge (SK), placement experiences and exploratory talk. Findings– Principal findings to emerge from the project were: cross-curricular PMLS helped to support student-teachers’ development between their two school environments. The collaborative process allowed them to build on their first school experiences by sharing and reflecting on their placements, learning from each other’s pedagogical practice and by improving SK both within and outside of their own specialism. Originality/value– The work is the first known use of PMLS in ITE in the UK, demonstrating that it can be used as a bridge between the first and second school placements. It elaborates a cross-curricular collaborative vision for the use of modified forms of LS in the preparation of new teachers in programmes that are now largely school-led.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jul 11, 2016

There are no references for this article.