The Wider Perspective on Lesson Study: Developing a Holistic View of Practitioner Development Through Pedagogic Literacy

Abstract

This chapter seeks to explain how lesson study can contribute to the growth of teacher expertise, enabling the participants to work together to address the complexity of teaching and grow what we call ‘pedagogic literacy’, a holistic but incomplete glimpse of what it means to be a teacher. The model proposed is not complete and cannot be complete given the endless complexity of the classroom. Lesson study, we conclude, is a vehicle for enabling teachers to grow their understanding of teaching and learning, while drawing on a complex web of underpinning interconnected dimensions that teachers develop throughout the varied stages of their careers.

Citation

Cajkler, W. and Wood, P. (2019), "The Wider Perspective on Lesson Study: Developing a Holistic View of Practitioner Development Through Pedagogic Literacy", Wood, P., Larssen, D.L.S., Helgevold, N. and Cajkler, W. (Ed.) Lesson Study in Initial Teacher Education: Principles and Practices, Emerald Publishing Limited, Leeds, pp. 189-201. https://doi.org/10.1108/978-1-78756-797-920191014