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

TLDR

Lesson Study was implemented in two secondary teaching placements by having Geography and Modern Languages trainees and school teachers collaboratively design a research lesson, deliver it, observe three focus students, and iteratively revise the lesson for a parallel group, following Dudley's framework. Mentors reported that Lesson Study rapidly integrated trainees into departmental practices, while trainees benefited from the collaborative approach, and the process collectively explored the pedagogic black box, ultimately enhancing teacher development support during placements.

Abstract

Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley's framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a 'research lesson'. This was taught by the mentor while the trainee and other teachers observed the learning of three 'focus' students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the 'pedagogic black-box' enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements.