‘Learning Study’ as a model of collaborative practice in initial teacher education

Abstract

Learning Study provides a distinctive model for collaborative practice in teacher development. It combines the intensive ‘plan–teach–review’ model developed by the Japanese ‘Lesson Study’ model with a focus on the outcomes of learning using variation theory. We present an argument for expecting this approach to help trainees in initial teacher education to progress to more sophisticated conceptions of teaching. We also present findings from the implementation of Learning Study in the initial teacher education programme at one UK university over a period of two years. We conclude that it is practicable and beneficial to use Learning Study in this context and that the representational device of a ‘Learning Outcome Circle’ helps trainees to understand the implications of variation theory and opens up their vision of teaching.