Peer-learning between pre-service teachers: embracing Lesson Study
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 12 October 2015
Abstract
Purpose
The purpose of this paper is to explore a model of Lesson Study owned entirely by pre-service teachers (PSTs), conveying its potential to facilitate mutual spaces of learning between peers beyond formal hierarchical relationships with expert teachers. Fuller’s (1969) conceptual framework of teacher development informed the study, consisting of self, task and impact “phases of concern”.
Design/methodology/approach
Participants were secondary physical education PSTs (n=17), completing a university-led postgraduate certificate in education course. Action research methodology was adopted during school placements, when PSTs engaged in Lesson Study with peers. Data obtained through a group discussion board, individual questionnaires and interviews, were subjected to inductive analysis, with key patterns compared to locate themes.
Findings
All PSTs felt Lesson Study contributed positively to their training, reinforcing perceived benefits of cycles of action for planning, observing a lesson, reviewing and adapting the plan before re-teaching the revised plan. Findings reveal increased confidence in reducing self and task concerns through four emergent themes: acquiring content and pedagogical knowledge; developing the planning process; understanding individual learners’ needs; and embedding reflective practice. Mutually supportive peer-learning environments created pedagogic space beyond formal mentoring processes, augmenting learning to teach and the understanding of learners’ needs.
Research limitations/implications
Endorsement of Lesson Study by PSTs as a method of engaging in a positive peer-learning climate suggests the workability of this model.
Originality/value
Findings contribute to existing literature exploring the effectiveness and impact of Lesson Study within initial teacher education.
Keywords
Acknowledgements
This study was carried out with support from the University of East Anglia School of Education and Lifelong Learning Pump Priming Research Fund. The author would like to thank the University of East Anglia Physical Education pre-service teachers for their willingness to share their experiences of engaging in Lesson Study during their school-based training.
Citation
Lamb, P. (2015), "Peer-learning between pre-service teachers: embracing Lesson Study", International Journal for Lesson and Learning Studies, Vol. 4 No. 4, pp. 343-361. https://doi.org/10.1108/IJLLS-03-2015-0012
Publisher
:Emerald Group Publishing Limited
Copyright © 2015, Emerald Group Publishing Limited