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Title: Lesson Study in initial teacher learning : key to the pedagogic black box
Authors: Cajkler, Wasyl
Wood, Phil
First Published: 15-Sep-2014
Number of Pieces: 7
Publisher: Routledge
Citation: Lesson Study in Initial Teacher Education, in Dudley, P. (Ed.) Lesson Study: Professional learning for our time. London, Routledge, pp. 107-127
Abstract: [First paragraph] Since the early 1990s, initial teacher education (ITE) in England has been largely school-based and characterised by school-university partnerships. Over the course of a one-year post-graduate programme, student-teachers typically spend 24 of 36 weeks in schools, the remainder based in the partner university. At the end of the training year, national surveys regularly report high levels of satisfaction that increase each year (Teaching Agency, 2012). Nevertheless, as in other countries, ITE is challenged because ‘what is taught in education classes is disconnected from teachers’ work in the classroom’ (Kotelawala, 2012: 67). Consequently, there is constant demand for change with successive Secretaries of State taking steps to shift responsibility for ITE to schools.
ISBN: 978-0-415-70265-2
Embargo on file until: 1-Jan-10000
Version: Post-print
Status: Peer-reviewed
Type: Chapter
Description: The file associated with this record is under embargo while permission to archive is sought from the publisher. The full text may be available through the publisher links above.
Appears in Collections:Books & Book Chapters, School of Education

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Cajkler and Wood Chapter 5 in Dudley, P. (ed, 2015).pdfPost-review (final submitted)821.78 kBAdobe PDFView/Open

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