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Title: Lesson Study and Pedagogic Literacy in Initial Teacher Education: Challenging Reductive Models
Authors: Cajkler, Wasyl
Wood, Phil
First Published: 7-Apr-2016
Publisher: Taylor & Francis (Routledge), Society for Educational Studies (SES)
Citation: British Journal of Educational Studies, 2016, 64 (4), pp. 503-521 (19)
Abstract: This paper argues that teacher learning is not reducible to lists of ‘performative’ standards. Funded by the Society for Educational Studies, we used ‘lesson study’ as a vehicle to develop new teacher expertise, following which we concluded that conceptualising ‘learning to teach’ as acquisition of standards is insufficient for understanding the process of teacher growth. We propose an alternative holistic vision.
DOI Link: 10.1080/00071005.2016.1164295
ISSN: 0007-1005
eISSN: 1467-8527
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2016, Taylor & Francis (Routledge), Society for Educational Studies (SES). Deposited with reference to the publisher’s open access archiving policy.
Appears in Collections:Published Articles, School of Education

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