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Use of theoretical concepts in lesson study: an example from teacher training

Daniel Martin (University of Teacher Education, State of Vaud, Lausanne, Switzerland)
Anne Clerc-Georgy (University of Teacher Education, State of Vaud, Lausanne, Switzerland)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Article publication date: 13 July 2015

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Abstract

Purpose

The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and accompaniment of learning. This course aims to develop students’ ability to analyse their practice and to shift attention to pupils’ learning processes.

Design/methodology/approach

Data were collected on the contribution of the LS system and interaction protocols used in class, according to students.

Findings

Qualitative analysis of this data shows the role played by the use of theoretical concepts in the quality of their planning, the depth of their analysis and the quality of their work in class.

Practical implications

This work opens avenues for teacher training, in particular in terms of encouraging students to use theoretical concepts to prepare, implement and analyse their teaching.

Originality/value

This approach is of interest in that it examines the use of theoretical concepts in a study lesson system during initial teacher training.

Keywords

Citation

Martin, D. and Clerc-Georgy, A. (2015), "Use of theoretical concepts in lesson study: an example from teacher training", International Journal for Lesson and Learning Studies, Vol. 4 No. 3, pp. 261-273. https://doi.org/10.1108/IJLLS-10-2014-0039

Publisher

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Emerald Group Publishing Limited

Copyright © 2015, Emerald Group Publishing Limited