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Learning to teach with lesson study

Learning to teach with lesson study Purpose – The purpose of this paper is to incorporate Lesson Study (LS) from initial teacher training as a privileged area in which to accompany and tutor future teachers in the complex but necessary scenario of reflective practice in cooperative processes. Design/methodology/approach – This paper presents an innovative educational experience in the university context, incorporating Lesson Study as a strategy for research and improvement of teaching practice, and, in consequence, for students’ learning, in two key subjects in the syllabus: Practicum III and Degree Essay. Findings – A process, positively reviewed by all agents involved, which has shown the need for the reconstruction of the practical knowledge of participating students. Originality/value – This is the first experience in the Spanish university context where LS is introduced as one of the key areas of initial teacher training. The paper presents a work model which may inspire the introduction of Lesson Study as an initial training model during practical training. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal for Lesson and Learning Studies Emerald Publishing

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References (29)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-8253
DOI
10.1108/IJLLS-12-2015-0042
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to incorporate Lesson Study (LS) from initial teacher training as a privileged area in which to accompany and tutor future teachers in the complex but necessary scenario of reflective practice in cooperative processes. Design/methodology/approach – This paper presents an innovative educational experience in the university context, incorporating Lesson Study as a strategy for research and improvement of teaching practice, and, in consequence, for students’ learning, in two key subjects in the syllabus: Practicum III and Degree Essay. Findings – A process, positively reviewed by all agents involved, which has shown the need for the reconstruction of the practical knowledge of participating students. Originality/value – This is the first experience in the Spanish university context where LS is introduced as one of the key areas of initial teacher training. The paper presents a work model which may inspire the introduction of Lesson Study as an initial training model during practical training.

Journal

International Journal for Lesson and Learning StudiesEmerald Publishing

Published: Apr 11, 2016

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