Lesson Study in Mathematics Initial Teacher Education in England

Abstract

Drawing on research in mathematics initial teacher education (ITE) in England, this chapter explores the potential of lesson study to support pre-service mathematics teachers' pedagogical development. We draw attention to ways in which lesson study can be highly transformative of beginning mathematics teachers' pedagogical learning. We consider the current ITE context in England and analyse potential opportunities and challenges for incorporating lesson study into mathematics ITE courses. We conclude by proposing a theoretical model for using lesson study in mathematics ITE that takes account of these contextual issues and offers ways to make the most of the opportunities available. We particularly highlight the importance of a productive partnership between university and school, the need to focus both collaborative lesson planning and observation on a clear research question that relates to student learning of mathematics, and the necessity of a tight protocol for post-lesson discussions.

Lesson Study Partnerships in Initial Teacher Education

“…In England, pre-service teachers who participate in lesson study typically do so in schools where they undertake their teaching placements but at the instigation of the HEI (Higher Education Institution). Several different models of lesson study have been adopted in ITE courses in England in recent years (Baldry & Foster, 2019). The composition of the lesson-study team varies, with almost all combinations of university tutors, pre-service teachers and school-based mentors seen somewhere.…”

“…A common feature across different models of lesson study is a cycle beginning with collaborative planning, followed by an observed research lesson and some form of post-lesson review. We have previously outlined a 5-step approach to lesson study, which we have found effective and achievable in supporting pre-service teachers' first experiences of lesson study (Baldry & Foster, 2019; see Figure 2). We have argued that this structure can maximise the chances of a positive first experience of lesson study that may encourage pre-service teachers and schools to persevere with the approach.…”

“…Teacher educators responsible for initial teacher education (ITE) courses have also considered ways in which lesson study can enhance teacher preparation (e.g. Baldry & Foster, 2019). Lesson study in ITE inevitably raises the issue of school-university partnerships, since ITE courses are generally structured around some kind of shared responsibility between universities and schools for preparing future teachers.…”

Analysis of the final comments provided by a knowledgeable other in lesson study

“…Lesson study is a powerful form of professional development, which enables Japanese teachers to improve their lessons and enhance their teaching competence (Fernandez and Yoshida 2012). In recent years, many other countries have sought to adopt and adapt aspects of lesson study for use in their own schools, especially in mathematics (Baldry and Foster 2019;Lewis 2002;Stigler and Hiebert 1999;Takahashi and McDougal 2016;Takahashi and Yoshida 2004;Yoshida 1999). However, for Japanese teachers, lesson study is so familiar that it is "like air" (Fujii 2014, p. 80), meaning that essential aspects of the process may be taken for granted and not critically interrogated.…”

“…In countries where lesson study is not yet firmly embedded in school culture, the importance of the role of the koshi may well be acknowledged, but those taking on this role may lack confidence in providing final comments in research lessons and may wonder what kinds of comments may be most helpful for the participants (e.g., Baldry and Foster 2019). Even in Japan, a new koshi will not yet have gained the experience that makes this process feel natural, and the quality of final comments is likely to be improved by giving attention to the final comments made by more experienced koshis.…”