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How lesson study is used in initial teacher education: an international review of literature
Bamfield, Vivienne Boyle, Chris Bethel, Alison Knowler, Helen Katene, Will Koutsouris, George Norwich, Brahm
Bamfield, Vivienne
Boyle, Chris
Bethel, Alison
Knowler, Helen
Katene, Will
Koutsouris, George
Norwich, Brahm
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2022-05-04
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Abstract
This article focuses on the use of lesson study (LS) in initial teacher education (ITE) from a mapping review of international research published in peer-reviewed journals. This method enables identification of characteristic features of the research field along with any gaps in the existing evidence base. The authors map out variations in ITE LS practices by employing a seven-dimensional framework of LS to illustrate the range and draw conclusions about the design and use of LS in ITE. They conclude that LS is an example of teacher enquiry-based practice, identified by researchers as one of the means of building the capacity for a self-improving education system. LS and related practices play a crucial role in preparing teachers to adopt a research orientation to their own practice. However, the article also discusses the organisational challenges and the balance between acquiring skills and reflection for beginning teachers when introducing LS into ITE.
Citation
Baumfield, V., Boyle, C., Bethel, A., Knowler, H. et al. (2022) How lesson study is used in initial teacher education: an international review of literature, Teacher Development, 26(3), pp. 356-372 . https://doi.org/10.1080/13664530.2022.2063937
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Journal article
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en
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© 2022 The Authors. Published by Taylor & Francis. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1080/13664530.2022.2063937
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ISSN
1366-4530
EISSN
1747-5120