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…
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.
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.
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.
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.
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.
This is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.
In Egypt human capital is perceived as Egypt’s best resource, over 50% of Egypt’s population is under the age of 25. On its behalf, the Egyptian government has made a…
In Egypt human capital is perceived as Egypt’s best resource, over 50% of Egypt’s population is under the age of 25. On its behalf, the Egyptian government has made a strong commitment to invest in education and to ensure that today’s students receive an education that will equip them to integrate in the Information Society (Ministry of Communications and Information Technology, 2006). Therefore, Egyptian students are expected to be taught the skills and obtain the necessary familiarity with the technologies so they can continually adapt to a work world of continuous technological innovations, and makes it easier for students to access knowledge.
The analysis of student teachers’ elaboration of their investment of ICTs either in academic or practical fields reveals that the effective integration of ICTs into Egyptian education is a complex, multifaceted process that involves not just technology competencies training but also curriculum and pedagogy revolution, institutional readiness, and well established and maintained infrastructure.
To explore how student teachers (re)construct their professional identities, this chapter contextualizes two student teachers’ practicum experiences in China. The…
To explore how student teachers (re)construct their professional identities, this chapter contextualizes two student teachers’ practicum experiences in China. The overarching question is how the student teachers (re)construct their professional identities in the practicums, especially where their teacher knowledge and subject matter knowledge meet. By analyzing a flexible matrix of paired stories, the research highlights the collective influences of the multiple instructional contexts: nation-wide Free Teacher Education program policy, recent national curriculum reform in China, and the characteristics of the placement schools. The chapter finds that the student teachers’ professional identities are dynamic and evolving on the professional knowledge landscape. The (re)construction of professional identities involves developing practical knowledge and metaphors by negotiating the tensions the student teachers encountered in the practicums. Meanwhile, the student teachers experienced reflective turns (Schön, 1991) in the practicums, which caused the tension between teacher knowledge and subject matter knowledge and contributed to the formation of their professional identities.
Research on student teacher learning has identified development of a professional identity as an inevitable focus in teacher education. Accordingly, many teacher education…
Research on student teacher learning has identified development of a professional identity as an inevitable focus in teacher education. Accordingly, many teacher education programs have come to include attention for the development of student teachers’ professional identities, but not much research has been done on the (effects of) pedagogies that have such development as their goal. Pedagogies that aim at developing teacher identity share common elements, such as the view that developing a professional identity is an ongoing process and the view that developing a professional identity as a teacher unmistakably includes a combination of personal and professional (including contextual) aspects. This chapter describes pedagogies that focus particularly on the development of student teachers’ and beginning teachers’ professional identity, from different angles, but sharing the views as described above. First, we describe two pedagogies that have “key incidents” in student teachers’ development as focus point. Second, we report on the “subject-autobiography,” in which student teachers describe and develop how their identity is shaped in relation to the subject they (learn to) teach. Third, we describe the “at-tension” program, which teachers follow during their first year of teaching, and which focuses particularly on the professional tensions that they experience in their first year of teaching, and how they personally and professionally deal with socialization in the school context. Together, these pedagogies reflect our view that professional identity development is underlying the entire teacher education program. This view implies that only a combination of various-focus pedagogies enables student teachers to develop a full-fledged professional identity.
This chapter explores the benefits of joint lesson planning for student-teachers in two higher educational settings, one in Norway and the other in the UK. Lesson study is…
This chapter explores the benefits of joint lesson planning for student-teachers in two higher educational settings, one in Norway and the other in the UK. Lesson study is used as a vehicle for collaborative planning and teacher professional learning during field-practice in both contexts, but the models of lesson study implemented differ slightly to fit the respective initial teacher education (ITE) programmes. In both settings, however, student-teachers, mentor teachers and university tutors work in pairs or small groups to plan, teach and evaluate a research lesson together. The case studies reported in this chapter show the challenges which student-teachers face, but, at the same time, also reveal the potential of lesson study to open a dialogic space where they can share ideas with more experienced colleagues, gain greater awareness of the teaching and learning process and so become more effectively inducted into this community of practice. The chapter also explores the role of the ‘knowledgeable other(s)’, the issue of asymmetrical relationships in lesson study groups within the context of ITE and how this might impact on the learning of the different group members. Collaborative planning in lesson study groups in ITE is found to bridge the gap between what student-teachers learn during teacher training courses and what actually takes place in schools in the respective socio-cultural contexts discussed here.
This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways…
This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which lesson study has been reported in various settings so far. The chapter concludes with a qualitative study of student-teachers’ reflections drawn from their reports, written after finalising the lesson study cycle at the Universidad Católica de Valencia. The analysis provides support for the premise that lesson study significantly promotes research in ITE and develops a more critical approach to literature about pedagogy and good practice in teaching.
There is currently an increasing interest all over the world in the improvement of teacher education and the quality of teachers. Teachers are now expected to be lifelong…
There is currently an increasing interest all over the world in the improvement of teacher education and the quality of teachers. Teachers are now expected to be lifelong learners in order to strengthen their professional knowledge. Mentoring as a component of collaborative partnership between schools and universities is considered a tool for improving teachers’ professional practice. Essentially, collaboration in mentoring between teachers and student teachers is acknowledged as being pivotal and instrumental to personal and professional development in initial teacher education contexts. However, studies indicate that the enactment of collaborative endeavors in mentoring processes between teachers and student teachers are not without challenges. Thus, this chapter documents collaborative mentoring pedagogy as practiced and experienced in a relatively new teacher education reform context in Scotland. Drawing on what has been learned in the Scottish context, the challenges to effective collaborative mentoring pedagogy and the means for strengthening collaborative mentoring pedagogy are discussed. Lastly, a framework for developing and enhancing collaborative mentoring pedagogy in initial teacher education is suggested.
This chapter addresses the nature of reflective classroom practice in a Hong Kong setting where action research has been undertaken by both the student teachers and the…
This chapter addresses the nature of reflective classroom practice in a Hong Kong setting where action research has been undertaken by both the student teachers and the teaching practice supervisor. It is based on a cross-case study of the processes through which student teachers learn to teach. Specifically, the analysis focuses on how student teachers reflect on their experiences in learning to teach. The data are based on student teachers’ reported thoughts about their learning over a period of 1 year. The results contribute to the understanding of reflective classroom practice by highlighting first, student teachers’ perceptions about learning to teach and second, their reviews on classroom practice. The discussion also adds to the literature on teacher development taken from the novice-expert research tradition. Accordingly, implications for curriculum development in teacher education are drawn.
When designing learning environments in primary teacher education, there is an attempt to represent real teaching practice in an authentic way to prospective teachers…
When designing learning environments in primary teacher education, there is an attempt to represent real teaching practice in an authentic way to prospective teachers. When constructing these environments, teacher educators have to consider how to best motivate the student teacher, identifying the most relevant practice-based principles and the ways in which the theory and practice can be bridged. There are other considerations as well. For example, in the Netherlands, as in some other countries, teacher education is changing drastically. Controversial teacher education curricula, consisting of primary school subjects originated after more than one hundred years of reflection on the subject matter of primary education and the ways teachers have taught, have been replaced by curricula merely intended to improve the general professionalization of the prospective teacher, neglecting the school subjects. More specifically, the new objective is to adequately prepare students to become competent beginning teachers.
Who really teaches student teachers how to teach? Utilizing a sociology of childhood and youth theoretical framework and a descriptive phenomenology design and method…
Who really teaches student teachers how to teach? Utilizing a sociology of childhood and youth theoretical framework and a descriptive phenomenology design and method, this study sought to ask children and youth about their experiences as the student teachers placed in their classroom developed classroom management skills. This study utilized questions, observations, drawings, and focus groups to address the research question: “How do children and youth in the classroom impact the experience of classroom management for student teachers?” The goal of the study was not to find instances where children or youth in the classroom assisted or negated the development of classroom management but instead, to observe if this occurred and if it did, how it occurred. In asking this question, this study extends beyond the existing literature and considers the role of children and youth in the development of classroom management for student teachers.
Key findings indicate that children and youth attempt to communicate their classroom management needs with their student teachers verbally, physically, and behaviorally. Through observations, a model emerged of behavior demonstrating increased student engagement or lack of engagement. During focus groups, participants elucidated the thoughts and or feelings behind their classroom behavior. Although drawings were collected during focus groups, this study would have benefited from more discussion with children regarding their drawings.