Incorporating lesson study in ITE: organisational structures to support student teacher learning

Files in This Item:
Access to this item has been restricted by the copyright holder until:2021-01-10
File Description SizeFormat 
NiShuilleabhainBjulandSubmissionSept2018CleanVersion.docx55.08 kBUnknown    Request a copy
Title: Incorporating lesson study in ITE: organisational structures to support student teacher learning
Authors: Ní Shúilleabháin, AoibhinnBjuland, Raymond
Permanent link:
Date: 10-Jul-2019
Online since: 2019-07-22T09:28:36Z
Abstract: Lesson study is a collaborative model of professional development that provides teachers with the opportunity to learn from the planning, conduction and reflection of a specifically designed research lesson. Lesson study is increasingly incorporated in initial teacher education (ITE) and calls have been made to further detail the lesson study structures that support student teacher learning. In this paper the core organisational elements of incorporating lesson study in ITE are investigated as a comparative case study situated in two distinct educational and cultural settings: one in Ireland (post-primary) and the other in Norway (primary). Qualitative data, including student teachers’ planning notes, research lesson designs, and observation notes from live research lessons, were analysed and findings reveal three structural factors for the incorporation of lesson study in ITE. First, defined roles of mentor and university teachers as knowledgeable others; second, the engagement of student teachers at each phase of lesson study, with the inclusion of case pupils; and third, the conduction of the lesson study cycle on both university campus and in the classroom. These findings contribute to the growing literature of lesson study in ITE and may support the inclusion of lesson study in ITE programmes.
Type of material: Journal Article
Publisher: Taylor & Francis
Journal: Journal of Education for Teaching
Volume: 45
Issue: 4
Start page: 434
End page: 445
Copyright (published version): 2019 Taylor & Francis
Keywords: Lesson StudyInitial teacher educationStudent teacher learning
DOI: 10.1080/02607476.2019.1639262
Language: en
Status of Item: Peer reviewed
Appears in Collections:Mathematics and Statistics Research Collection

Show full item record

Page view(s)

Last Week
Last month
checked on Apr 6, 2020


checked on Apr 6, 2020

Google ScholarTM



This item is available under the Attribution-NonCommercial-NoDerivs 3.0 Ireland. No item may be reproduced for commercial purposes. For other possible restrictions on use please refer to the publisher's URL where this is made available, or to notes contained in the item itself. Other terms may apply.