Lesson study in teacher education: Learning from a challenging case
By Raymond Bjuland, Reidar Mosvold. 2015
132 citations recorded by the source corpus.
Abstract Whereas most studies of lesson study in teacher education seem to report on success stories, this article investigates a challenging case. From an implementation of lesson study in Norwegian teacher education, we analyse data from a mathematics group that struggled with implementation. Analysis of data from group interviews, mentoring sessions and teaching the research lesson indicates that several crucial aspects of lesson study were missing. The student teachers did not formulate a research question for their research lesson, they did not focus on observing pupil learning, and their lesson was not organised to make pupil learning visible.
Subfields: Education, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/f9d696d819c82f61e31ecfabe86727c8f486d533
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Citations in the corpus
- Lesson Study: professional development (PD) for beginning and experienced teachers (2019, methodology): “…that Lesson Study is effective in teacher professional development programs (Verhoef et al. 2015, Ermeling and Graff-Ermeling 2016, Nami et al. 2016), and has also been used successfully in initial teacher training programs (Bjuland and Mosvold 2015, Cajkler and Wood 2016, Leavy and Hourigan 2016).”
- Professional growth in adaptive teaching competence as a result of Lesson Study (2017, unknown): “Some studies even refer to LS teams with an interdisciplinary focus (Bjuland & Mosvold, 2016; Xu & Pedder, 2015), which can be defined as “communities where teachers from different disciplinary areas (ideally) collaborate to produce teaching that incorporates the disciplinary knowledge of the…”