Abstract
Purpose This exploratory study investigates the extent to which lesson study (LS) in initial teacher education (ITE) teams address subject-pedagogical aspects during their conversations and what subject-pedagogical aspects are addressed.Design/methodology/approach The two-case design of the study – one LS team in ITE comprised of an ST and experienced teachers and one comprised of an ST and novice teachers – is aimed to discover similarities and variations in their focus of attention.Findings The conversations of both LS teams were to a large degree about subject-pedagogical aspects. Both teams paid relatively less attention to discussing the themes “subject matter” and “learning objectives” and more to “pupils” learning and “teacher activities.” Concerning the theme of “pupils” learning, the LS team with experienced teachers focused more than the novice LS team on discussing the aspects “pupils” initial situation and “expected learning behavior.” The novice LS team focused more than the experienced team on discussing their observations of individual pupils' thinking.Originality/value The results indicate that LS in ITE with a mix of ST and experienced teachers can facilitate exchange on subject-pedagogical aspects of the research lesson. This may help develop and deepen the subject-pedagogical knowledge, views and routines of STs. The differences found between the two LS teams provide starting points for differentiation in the support of LS teams in ITE. Follow-up research could focus on the questions of whether and how LS teams in ITE bring more coherence to their attention for subject-pedagogical aspects of the lesson.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal for Lesson & Learning Studies
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.