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

DC FieldValueLanguage
dc.contributor.authorNí Shúilleabháin, Aoibhinn-
dc.contributor.authorBjuland, Raymond-
dc.date.accessioned2019-07-22T09:28:36Z-
dc.date.available2019-07-22T09:28:36Z-
dc.date.copyright2019 Taylor & Francisen_US
dc.date.issued2019-07-10-
dc.identifier.citationJournal of Education for Teachingen_US
dc.identifier.issn0260-7476-
dc.identifier.urihttp://hdl.handle.net/10197/10933-
dc.description.abstractLesson 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.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching on 10 July 2019, available online: http://www.tandfonline.com/10.1080/02607476.2019.1639262en_US
dc.subjectLesson Studyen_US
dc.subjectInitial teacher educationen_US
dc.subjectStudent teacher learningen_US
dc.titleIncorporating lesson study in ITE: organisational structures to support student teacher learningen_US
dc.typeJournal Articleen_US
dc.internal.authorcontactotheraoibhinn.nishuilleabhain@ucd.ieen_US
dc.statusPeer revieweden_US
dc.identifier.volume45en_US
dc.identifier.issue5en_US
dc.identifier.startpage1en_US
dc.identifier.endpage12en_US
dc.check.date2020-01-19-
dc.identifier.doi10.1080/02607476.2019.1639262-
dc.neeo.contributorNi Shuilleabhain|A|aut|-
dc.neeo.contributorBjuland|R|aut|-
dc.neeo.contributorGilroy|Peter|edt|-
dc.date.embargo2021-01-10en_US
dc.description.admin18 month embargo - ACen_US
dc.description.adminUpdate citation details during checkdate report - ACen_US
dc.date.updated2019-07-19T11:21:06Z-
item.grantfulltextembargo_20210110-
item.fulltextWith Fulltext-
Appears in Collections:Mathematics and Statistics Research Collection
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