Peer-learning between pre-service teachers: embracing Lesson Study

Abstract

Peer-learning between pre-service teachers: embracing Lesson Study 1 AbstractPurpose: This research explored a model of Lesson Study owned entirely by preservice teachers (PSTs), conveying its potential to facilitate mutual spaces of learning between peers beyond formal hierarchical relationships with expert teachers. Fuller's (1969) conceptual framework of teacher development informed the study, consisting of self, task and impact 'phases of concern'. Methodology: Participants were Secondary Physical Education PSTs (n=17), completing a university-led Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when PSTs engaged in Lesson Study with peers. Data obtained through a group discussion board, individual questionnaires and interviews, was subjected to inductive analysis, with key patterns compared to locate themes.Findings: All PSTs felt Lesson Study contributed positively to their training, reinforcing perceived benefits of cycles of action for planning, observing a lesson, reviewing and adapting the plan before re-teaching the revised plan. Findings reveal increased confidence in reducing self and task concerns through four emergent themes: acquiring content and pedagogical knowledge; developing the planning process; understanding individual learners' needs; and embedding reflective practice. Mutually supportive peer-learning environments created pedagogic space beyond formal mentoring processes, augmenting learning to teach and the understanding of learners' needs. Implications for practice:

Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education

“…In this case, PSTs interacted with sets of external resources, creating sets of spaces from which they embodied specific dispositions, namely elements of knowledge specific to physical education and successfully securing qualified teacher status (QTS). These peer-review opportunities developed into full cycles of Lesson Study owned entirely by PSTs, conveying its potential to facilitate mutual spaces of learning between peers beyond formal hierarchical relationships with expert teachers (Lamb, 2015).…”

“…A fundamental principle of Lesson Study is to build and share practitioner knowledge, involving teachers in learning from colleagues as they research, plan, teach, observe, assess and discuss a lesson (Elliott, 2012). Interest in Lesson Study by those within the initial teacher education (ITE) community has been slower to take hold, despite a growing body of research exploring the potential of Lesson Study to support professional learning in ITE (Chassels and Melville, 2009;Cajkler et al, 2013;Lamb, 2015). Those studies that have explored the potential of Lesson Study within ITE focus on particular subjects, such as Maths (Fernandez, 2010;Gurl, 2011), Science (Marble, 2006) and Primary programmes (Chassels & Melville, 2009).…”

“…Further, through the medium of Lesson Study activities during teaching practice placements, PSTs can benefit from additional support mechanisms within this situated learning (Cajkler et al, 2013;Lamb 2015).…”

Bridging the school placement gap with peer micro-teaching lesson study

“…Lesson study originated in Japan and can be defined as "a systematic inquiry into teaching practice….which happens to be carried out through the examination of lessons" (Fernandez 2002:394). Research suggests that lesson study can have a positive impact on the practice of initial teacher trainees: providing a link between the theoretical academic nature of university and the practice of school placements (Fernandez, 2005a); greater understanding of subject knowledge (Fernandez, 2005b); increased ability to observe learning in the classroom; increased confidence (Lamb, 2015); development of reflective abilities (Sims and Walsh 2009), an improved ability to discuss issues in depth, an increased willingness to share ideas and take risks (Gunnarsdottir and Palsdottir, 2011) and a more developed sense of professional identity.…”

Case studies of lesson and learning study in initial teacher education programmes

“…Most of the articles in this special issue highlight various challenges faced by preservice teachers and school mentors when engaging in models of Lesson and Learning Study, not least time constraints and the sheer logistics of fitting in full cycles of Lesson Study amidst the plethora of formalised structures and assessment processes associated with meeting required standards of performance (Chassels and Melville, 2009). Additionally, support from experienced teachers during school-based training may be a barrier due to the formal hierarchical relationship between the preservice teacher and established school mentor (Le Cornu, 2005;Lamb, 2015). Nevertheless, there is much anecdotal evidence here to endorse the adopting of Lesson and Study as an integral element of initial teacher training programmes.…”