Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education

Penny Lamb (School of Education & Lifelong Learning, University of East Anglia, Norwich, United Kingdom)
David Aldous (School of Sport, Cardiff Metropolitan University, Cardiff, UK)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Publication date: 11 April 2016



A priority for initial teacher education (ITE) is the development of reflection by pre-service teachers (PSTs) in preparation for transition towards qualified teacher status. Whilst much literature exists on the practice of reflection, little attention has been placed on under-standing and developing the processes that inform this practice. Drawing upon the concepts of strong structuration theory (SST), the purpose of this paper is to draw attention to the role Lesson Study can play in developing PSTs’ processes of reflexivity whilst enhancing their reflective practice.


Participants were two cohorts of Secondary Physical Education PSTs (n=40), completing a Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when PST dyads engaged in cycles of Lesson Study. Data obtained through group discussion boards, questionnaires, group and individual interviews, were subjected to inductive analysis, comparing key patterns to locate themes.


Drawing upon illustrations collated when exploring the enhancement of their reflective practice, the findings illustrate how PSTs (agents-in-focus) were able to pre-reflectively and critically draw upon embodied dispositions and practices to engage with the external structural elements of their training programme. Such interactions enabled them to demonstrate enhanced forms of active agency and knowledge, developing practices beyond traditional support structures of the training programme.


In drawing upon these illustrations, this paper explores how the application of SST further enhances understanding of the underlying reflexive processes that shape PST’s interaction with the structures of ITE. Furthermore, it draws attention to the part Lesson Study can play in developing creative, confident and reflective pedagogy by PSTs. In doing so this paper contributes to the growing body of literature that illuminates how Lesson Study may enhance the experiences and professional development of PSTs.



Penny Lamb and David Aldous (2016) "Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education", International Journal for Lesson and Learning Studies, Vol. 5 No. 2, pp. 99-115

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: https://doi.org/10.1108/IJLLS-11-2015-0040



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