A model for incorporating lesson study into the student teaching placement: what worked and what did not?

Abstract

This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including "big ideas" of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built-in opportunity for peer observation on a regular basis and the opportunity to collaborate with their peers. Certain important aspects of lesson study were not present in this implementation: the teachers involved did not discuss the gaps in their own knowledge with the goal of improving their own mathematical understanding, they did not refer outside sources for ideas for the lessons, and they did not have an overarching affective goal for students. Suggestions are made for teacher preparation in light of these findings.

Lesson Study: towards a collaborative approach to learning in Initial Teacher Education?

“…So, it is difficult to see how distinctive LPS might be from other approaches to developing subject knowledge. Gurl (2011) highlighted the facilitating role of mentors in mathematics teaching placements but her mentors could not commit to supporting trainees in what they described as 'formal lesson study', presumably along the lines of the original Japanese model. So, they helped to plan but did not observe.…”

Model of Lesson Study Approach during Micro Teaching

“…In addition, this approach gives students the opportunity to collaborate with partners involved during teaching practice (Gurl, 2011), mentors and lecturers. Observations also need to focus on the learning process (West-Olatunji et al, 2008).…”

Peer-learning between pre-service teachers: embracing Lesson Study

“…Reported benefits of lesson study for PSTs include the impact on professional growth, facilitated through the establishment of professional learning communities (Chassels & Melville, 2009). Further highlighted benefits by previous studies include engaging in professional conversations with experienced teachers about the 'big ideas' relating to their subject pedagogy and the overarching curriculum (Gurl, 2011), exploring pedagogy in more depth (Cajkler et al, 2013) and supporting improvements in teaching through the proactive learning of mistakes (Marble, 2006). Importantly, Lesson Study allows PSTs to meaningfully engage with inquiry into teaching (Chassels & Melville, 2009;Marble, 2006) and by engaging in action research, learn through the evaluation of cycles of planning, delivery, reflection and refinement (Cheng, 2014).…”

“…Informed by the view that PSTs benefit greatly from peer-learning (Byra, 1996;Sherin & van Es, 2005), what follows is an exploration of a peer-learning model of lesson study, owned and managed by dyads of PSTs during their schoolbased training. Whilst the insights of PSTs learning to teach Physical Education expands the existing portfolio of lesson study literature, most notably in subjects such as Maths (Burroughs & Luebeck, 2010;Fernandez, 2010;Gurl, 2011;Lewis et al, 2009;Lewis et al, 2013;Parks, 2008;Puchner & Taylor, 2006), Science (Lewis & Tsuchida, 1997;Lim et. al., 2011;Marble, 2006;Marble, 2007;Ono & Ferreira, 2010) and primary/early childhood programmes (Chassels & Melville, 2009;Simms & Walsh, 2009).…”

“…It is not unusual to find these professionals also being responsible for PST training and assessment, emphasising hierarchical relationships between them. This may determine the type of interactions that occur (Gurl, 2011). This study was motivated by the desire to encourage PSTs to manage their own lesson study opportunities, creating a community of practice beyond the formal support mechanisms provided by expert teachers (Le Cornu, 2005).…”