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Mentors and student-teachers ‘lesson studying’ in initial teacher education

journal contribution
posted on 2016-01-13, 11:56 authored by Wasyl Cajkler, Phil Wood
Purpose An adapted version of lesson study was used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach Twelve lesson study case studies were completed and analysed. Findings Three principal findings emerged: firstly, most collaborating mentors and student-teachers reported that they engaged in a reflexive process, exploring the complexity of teaching, each learning more about the characteristics of teaching; secondly, in cases where collaboration allowed student-teachers a degree of autonomy, lesson study provided a collaborative scaffold for understanding the complexity of teaching, contributing to professional development along a continuum which we tentatively term ‘pedagogic literacy’; thirdly and less positively, some mentors struggled to shed the shackles of traditional roles, dominating the discourse as advice-givers so that a traditional ‘parallel’ approach to mentoring continued. Originality/value The work expands the experiential base of lesson study efforts in ITE in the United Kingdom and elaborates a view of teacher learning that challenges reductive approaches to the preparation of new teachers. For the first time, it presents student-teacher and mentor perspectives on the use of lesson study in teaching practice in England.

History

Citation

International Journal for Lesson and Learning Studies, 2016, 5(2), pp.84 - 98

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education

Version

  • AM (Accepted Manuscript)

Published in

International Journal for Lesson and Learning Studies

issn

2046-8253

Acceptance date

2015-12-21

Copyright date

2016

Available date

2019-01-01

Publisher version

http://www.emeraldinsight.com/doi/full/10.1108/IJLLS-04-2015-0015

Notes

The file associated with this record is under embargo until 24 months after publication, in accordance with the publisher's self-archiving policy. The full text may be available through the publisher links provided above.

Language

en

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