Modified Lesson Study as a Formative Evaluation Approach of the Teaching Practicum of Trainee Special Education Teachers

Abstract

This participatory action research study involved a modified version of Lesson Study – originated from Japan (see Fernandez & Yoshida, 2004) – in the Teaching Practicum to get trainee Special Education (SPED) teachers together to study the processes of teaching and learning in classrooms and then devised ways to enhance their teaching (Chia & Kee, 2010, 2012). It was envisaged that Teaching Practicum not only hone the pedagogical skills and content knowledge of trainee SPED teachers, it also improved the knowledge base of the SPED teaching profession. This study reported the processes and challenges using the modified Lesson Study as an overarching framework for teaching Practicum for trainee SPED teachers in Singapore. The study involved two local special schools for children with autism spectrum disorders. Results and feedbacks from 16 trainee SPED teachers were collated by the authors to provide a potential model for understanding the processes and products of using the modified Lesson Study approach as formative evaluation of future Teaching Practicum.