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Title: Bridging the school placement gap with peer micro-teaching lesson study
Authors: Griffiths, Joanne
First Published: 11-Jul-2016
Publisher: Emerald Publishing
Citation: International Journal for Lesson and Learning Studies, 2016, 5 (3), pp.227 - 238
Abstract: Purpose: – An adapted version of lesson study (peer micro-teaching lesson study (PMLS)) was used in a one-year initial teacher education (ITE) programme for prospective secondary school teachers of geography, history, citizenship and social science in England. The purpose of this paper is to support student-teachers through an opportunity to share knowledge, skills and practice from their first teaching placements. Design/methodology/approach: – In cross-curricular groups (of three or four), the student-teachers co-designed lessons that focused on developing thinking skills when teaching advanced-level content. Two “research lessons” were designed following the use of an initial questionnaire. Feedback from student-teachers was sought through a post-PMLS questionnaire. Participants’ discussions were recorded between the two “research lessons” to capture references to subject knowledge (SK), placement experiences and exploratory talk. Findings: – Principal findings to emerge from the project were: cross-curricular PMLS helped to support student-teachers’ development between their two school environments. The collaborative process allowed them to build on their first school experiences by sharing and reflecting on their placements, learning from each other’s pedagogical practice and by improving SK both within and outside of their own specialism. Originality/value: – The work is the first known use of PMLS in ITE in the UK, demonstrating that it can be used as a bridge between the first and second school placements. It elaborates a cross-curricular collaborative vision for the use of modified forms of LS in the preparation of new teachers in programmes that are now largely school-led.
DOI Link: 10.1108/IJLLS-11-2015-0035
ISSN: 2046-8253
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2016, Emerald. The file associated with this record is distributed after the end of the embargo period under the Creative Commons “Attribution Non-Commercial No Derivatives” licence, further details of which can be found via the following link:
Appears in Collections:Published Articles, School of Education

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