Lesson Study and Teacher Training: Engaging in the Co-construction of Pedagogical Knowledge

Abstract

This chapter explores the use of Lesson Study (LS) as a strategy for co-constructing pedagogical knowledge and draws on data from a series of interviews with student teachers. Sixteen student teachers, undertaking a postgraduate teacher training program in higher education in England, engaged in LS as an official assessment of their ability to jointly plan, deliver, and evaluate a lesson. LS is thus seen to promote an intense collaborative working relationship between participating student teachers that engenders fresh opportunities for learning. It is argued, then, that this approach can challenge the prevalent model of individually led professional development by facilitating a space for the co-construction of pedagogical knowledge. LS is also explored for its potential to bridge the theory-practice divide by enabling participant student teachers to generate theory from practice.

Citation

Allan, D. (2022), "Lesson Study and Teacher Training: Engaging in the Co-construction of Pedagogical Knowledge", Sengupta, E. and Blessinger, P. (Ed.) Innovative Approaches in Pedagogy for Higher Education Classrooms (Innovations in Higher Education Teaching and Learning, Vol. 42), Emerald Publishing Limited, Leeds, pp. 41-53. https://doi.org/10.1108/S2055-364120220000042004