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Article
Publication date: 2 January 2018

Deborah Lynn Sorton Larssen, Wasyl Cajkler, Reidar Mosvold, Raymond Bjuland, Nina Helgevold, Janne Fauskanger, Phil Wood, Fay Baldry, Arne Jakobsen, Hans Erik Bugge, Gro Næsheim-Bjørkvik and Julie Norton

The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and…

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Abstract

Purpose

The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and observation were discussed in studies of LS in ITE.

Design/methodology/approach

Each national team (in Norway and Britain) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: how learning is represented and discussed; and the extent to which observation is described and used to capture evidence of learning.

Findings

The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations.

Research limitations/implications

This study was limited to a review of a selection of peer-reviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material, e.g. theses and book chapters.

Practical implications

Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies.

Originality/value

This literature review suggests that discussion of both learning and observation in ITE LS research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: how to prepare student-teachers to observe (professional noticing being a promising option), the wide variation in the focus of classroom observation in ITE lesson studies, and discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 11 February 2019

Janne Fauskanger, Arne Jakobsen and Mercy Kazima

The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher…

Abstract

Purpose

The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher educators’ (TEs’) understanding of planning for LS.

Design/methodology/approach

This study is a part of a wider ongoing project designed to improve the quality and capacity of mathematics teacher education in Malawi. One of its components is professional development of all mathematics TEs in Malawi using an LS model. The units being analyzed comprise of the TEs’ written lesson plans and qualitative content analysis is the chosen analytical approach.

Findings

Based on the analyzed research lesson plans, the TEs have difficulty in focusing on their own learning parallel to the student teachers’ (STs’) learning, and struggle with predicting STs’ responses to tasks. In addition, there is a pervasive lack of emphasis on planned and focused observation of STs’ learning, as evidenced by a review of the research lesson plans.

Research limitations/implications

This is a small-scale study due to LS being introduced to Malawi teacher education for the first time and the need to test before possible upscaling.

Practical implications

The paper includes a description of mathematics TEs’ understanding of LS in an African context, which can be a valuable information for TEs who are attempting to use LS.

Originality/value

This paper fulfills an identified need to learn more about TEs’ understanding of LS worldwide.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 1
Type: Research Article
ISSN: 2046-8253

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Book part
Publication date: 29 November 2019

Janne Fauskanger and Raymond Bjuland

Learning to teach effectively is a complex enterprise, and many efforts have been made in order to conceptualise the challenging work of teaching by identifying…

Abstract

Learning to teach effectively is a complex enterprise, and many efforts have been made in order to conceptualise the challenging work of teaching by identifying fundamental teaching practices. Findings reported from structured literature reviews on lesson study have revealed that incorporating a lesson study approach in Initial Teacher Education is challenging. This chapter considers how lesson study might adapt fundamental teaching practices and make use of new tools to enhance lesson study as an approach for improving student-teachers’ teaching practice. The four tools discussed here are lesson study with given activities, practicing talk moves in lesson study, rehearsing research lessons and research lessons with time-outs. The authors argue that these activities are tools which can help student-teachers enhance their learning of the complex work of teaching when involved in lesson study cycles. To illustrate these approaches, we use examples from the teaching of mathematics.

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

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Book part
Publication date: 29 November 2019

Abstract

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

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