This chapter focusses on the complexity of observation, considering its role in lesson study, following a broader discussion of how observation is generally understood in teaching contexts. The authors argue that lesson study observation is formative and should not be performative in focus. In lesson study cycles, observation is a process conducted among peers ideally in a spirit of mutual support and collaborative inquiry, seeking to find answers to pedagogic challenges rather than measuring the effectiveness of individual teachers.
Wood, P., Cajkler, W. and Jakobsen, A. (2019), "The Role of Observation in ITE Lesson Study", Wood, P., Larssen, D.L.S., Helgevold, N. and Cajkler, W. (Ed.) Lesson Study in Initial Teacher Education: Principles and Practices, Emerald Publishing Limited, pp. 75-88. https://doi.org/10.1108/978-1-78756-797-920191006Download as .RIS
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