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Title: Lesson Study: towards a collaborative approach to learning in Initial Teacher Education?
Authors: Cajkler, Wasyl
Wood, Phil
Norton, Julie
Pedder, David
First Published: 12-Sep-2013
Publisher: Taylor & Francis (Routledge)
Citation: Cambridge Journal of Education, 2013, 43 (4), pp. 537-554 (18)
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.
DOI Link: 10.1080/0305764X.2013.834037
ISSN: 0305-764X
eISSN: 1469-3577
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2013 University of Cambridge, Faculty of Education. This is an Accepted Manuscript of an article published by Taylor & Francis in Cambridge Journal of Education on 12 Sep 2013, available online:
Appears in Collections:Published Articles, School of Education

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