Search results

1 – 3 of 3
Article
Publication date: 24 July 2020

Tijmen M. Schipper, Sui Lin Goei, Wouter R. Van Joolingen, T. Martijn Willemse and Evelien C. Van Geffen

This paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and…

Abstract

Purpose

This paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.

Design/methodology/approach

Three case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.

Findings

The case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.

Research limitations/implications

The three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.

Practical implications

The potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.

Originality/value

This is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 14 January 2021

Sui Lin Goei, Wouter R. van Joolingen, Floortje Goettsch, Anne Khaled, Tom Coenen, Sjors G.J.G. In ’t Veld, Siebrich de Vries and Tijmen M. Schipper

The purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while…

Abstract

Purpose

The purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS.

Design/methodology/approach

A theoretical analysis into the core components and procedures of LS resulted in five big ideas that capture essentials of LS. Using these big ideas, constraints were derived for online LS and a pilot online LS was performed. Data were collected on the process and team members' reflections. The experience in the pilot was mapped against the outcomes of the theoretical analysis.

Findings

Setting up close collaboration and the observation of the online lesson appeared to be the most challenging issues. A set of recommendations in the form of do's and don'ts was derived from the experience.

Practical implications

The set of recommendations can be applied by practitioners who face the challenge of performing LS in an online environment, and can serve as a start for further research in online LS.

Originality/value

The original contribution of the article is the combination of the theoretical analysis of LS combined with the practical experience in the pilot. This gives rise to a framework that can help understanding LS in general and online environments in particular.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Content available

Abstract

Details

International Journal for Lesson & Learning Studies, vol. 12 no. 2
Type: Research Article
ISSN: 2046-8253

1 – 3 of 3