The purpose of this paper is to incorporate Lesson Study (LS) from initial teacher training as a privileged area in which to accompany and tutor future teachers in the complex but necessary scenario of reflective practice in cooperative processes.
This paper presents an innovative educational experience in the university context, incorporating Lesson Study as a strategy for research and improvement of teaching practice, and, in consequence, for students’ learning, in two key subjects in the syllabus: Practicum III and Degree Essay.
A process, positively reviewed by all agents involved, which has shown the need for the reconstruction of the practical knowledge of participating students.
This is the first experience in the Spanish university context where LS is introduced as one of the key areas of initial teacher training. The paper presents a work model which may inspire the introduction of Lesson Study as an initial training model during practical training.
Encarna Soto Gómez, María J Serván Núñez and Rosa Caparros-Vida (2016) "Learning to teach with lesson study", International Journal for Lesson and Learning Studies, Vol. 5 No. 2, pp. 116-129Download as .RIS
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