Lesson study and the challenges of initial teacher education in Europe: keys to sustainability. A literature review

Abstract

PurposeTo present a review of the current state of lesson study (LS) in initial teacher education (ITE) in Europe.Design/methodology/approachA systematic search, combined with heuristic and hermeneutic analysis, was conducted in both English and Spanish using indexed academic databases to collect research and experiences of LS in ITE across Europe. The core areas or analysis categories included sustainability, observation and tutoring, the connection between schools and universities, the value of pedagogical knowledge and LS models.FindingsLS in ITE has seen significant growth in Europe since 2015, particularly in universities where it has established a strong presence. The variety of proposals reflects how institutions have adopted and expanded LS models, indicating a stronger connection between universities and schools. The sustainability of LS hinges on the efforts of a core teaching and research group that not only transforms teaching but also explores learning processes in LS. There is growing interest in improving observation strategies and incorporating pedagogical knowledge in LS, although more in-depth analyses of the learning and teaching processes from both perspectives are still needed.Research limitations/implicationsSearching for references in English and Spanish may limit the visibility of relevant research conducted in other languages and regions, potentially excluding important experiences from non-English or non-Spanish-speaking countries.Originality/valueThis work is the first review of literature on LS in ITE focused on Europe, engaging with and building upon the latest global reviews in ITE and LS while introducing new areas of contrast.