The purpose of this paper is to study an adapted version of lesson 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.
In total, 12 lesson study case studies were completed and analysed.
Three principal findings emerged: first, 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; second, 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 the authors tentatively term “pedagogic literacy”; third 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.
The work expands the experiential base of lesson study efforts in ITE in the UK 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.
Wasyl Cajkler and Phil Wood (2016) "Mentors and student-teachers “lesson studying” in initial teacher education", International Journal for Lesson and Learning Studies, Vol. 5 No. 2, pp. 84-98Download as .RIS
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