Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/32935
Title: Adapting ‘lesson study’ to investigate classroom pedagogy in initial teacher education: what student-teachers think
Authors: Cajkler, Wasyl
Wood, Phil
First Published: 2-Apr-2015
Publisher: Taylor & Francis (Routledge)
Citation: Cambridge Journal of Education, 2015
Abstract: This paper reports findings from a project that explored the use of a modified form of ‘lesson study’ in a one-year programme of secondary school initial teacher education (ITE). Twelve mentors and student-teachers worked in pairs to design and teach two ‘research lessons’ in the course of two eight-week teaching practice placements as part of a university–school partnership for the preparation of new teachers. Participating student-teachers reported that engagement in this form of lesson study with a mentor was an effective way to help them grow individual teaching skills, knowledge and confidence in teaching placements. In addition, in most cases, it enabled active and creative participation in a community of teacher learners. However, engagement in lesson study not only supported student-teachers to meet ‘qualifying to teach’ standards, but also offered opportunities for holistic study of teaching and learning, leading to growth in what we characterise as ‘pedagogic literacy’.
DOI Link: 10.1080/0305764X.2015.1009363
ISSN: 0305-764X
eISSN: 1469-3577
Links: http://www.tandfonline.com/doi/full/10.1080/0305764X.2015.1009363#.Vcsqo_lK9TY
http://hdl.handle.net/2381/32935
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2015 University of Cambridge, Faculty of Education. This is an Accepted Manuscript of an article published by Taylor & Francis in Cambridge Journal of Education on 02 Apr 2015, available online: http://www.tandfonline.com/doi/full/10.1080/0305764X.2015.1009363#.Vcsqo_lK9TY
Appears in Collections:Published Articles, School of Education

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