TY  - CHAP
AB  - Abstract 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.
SN  - 978-1-78756-797-9, 978-1-78756-798-6/
DO  - 10.1108/978-1-78756-797-920191006
UR  - https://doi.org/10.1108/978-1-78756-797-920191006
AU  - Wood Phil
AU  - Cajkler Wasyl
AU  - Jakobsen Arne
ED  - Phil Wood
ED  - Deborah Lynn Sorton Larssen
ED  - Nina Helgevold
ED  - Wasyl Cajkler
PY  - 2019
Y1  - 2019/01/01
TI  - The Role of Observation in ITE Lesson Study
T2  - Lesson Study in Initial Teacher Education: Principles and Practices
PB  - Emerald Publishing Limited
SP  - 75
EP  - 88
Y2  - 2024/04/24
ER  -