Learning to teach with lesson study

Encarna Soto Gómez (Department of Didactics and School Organization, University of Malaga, Malaga, Spain)
María J Serván Núñez (Department of Didactics and School Organization, University of Malaga, Malaga, Spain)
Rosa Caparros-Vida (Department of Didactics and School Organization, University of Malaga, Malaga, Spain)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Publication date: 11 April 2016

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

A process, positively reviewed by all agents involved, which has shown the need for the reconstruction of the practical knowledge of participating students.

Originality/value

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.

Keywords

Citation

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. 116-129

Download as .RIS

DOI

: https://doi.org/10.1108/IJLLS-12-2015-0042

Publisher

:

Emerald Group Publishing Limited

Copyright © 2016, Emerald Group Publishing Limited

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