Abstract
This chapter explores the use of Lesson Study (LS) as a strategy for
co-constructing pedagogical knowledge and draws on data from a series of
interviews with student teachers. Sixteen student teachers, undertaking a
postgraduate teacher training program in higher education in England, engaged
in LS as an official assessment of their ability to jointly plan, deliver, and
evaluate a lesson. LS is thus seen to promote an intense collaborative working
relationship between participating student teachers that engenders fresh
opportunities for learning. It is argued, then, that this approach can challenge
the prevalent model of individually led professional development by facilitating
a space for the co-construction of pedagogical knowledge. LS is also explored
for its potential to bridge the theory-practice divide by enabling participant
student teachers to generate theory from practice
co-constructing pedagogical knowledge and draws on data from a series of
interviews with student teachers. Sixteen student teachers, undertaking a
postgraduate teacher training program in higher education in England, engaged
in LS as an official assessment of their ability to jointly plan, deliver, and
evaluate a lesson. LS is thus seen to promote an intense collaborative working
relationship between participating student teachers that engenders fresh
opportunities for learning. It is argued, then, that this approach can challenge
the prevalent model of individually led professional development by facilitating
a space for the co-construction of pedagogical knowledge. LS is also explored
for its potential to bridge the theory-practice divide by enabling participant
student teachers to generate theory from practice
| Original language | English |
|---|---|
| Title of host publication | Innovative Approaches in Pedagogy for Higher Education Classrooms |
| Editors | Enakshi Sengupta , Patrick Blessinger |
| Place of Publication | Bingley, UK |
| Publisher | Emerald Group Publishing Limited |
| Chapter | 4 |
| Pages | 41-53 |
| Number of pages | 13 |
| Volume | 42 |
| Edition | 1st |
| ISBN (Electronic) | 978-1-80043-258-1 |
| ISBN (Print) | 978-1-80043-257-4, 978-1-80043-256-7 |
| DOIs | |
| Publication status | Published - 17 Mar 2022 |
Publication series
| Name | Innovations in Higher Education Teaching and Learning |
|---|---|
| Publisher | Emerald |
| Volume | 42 |
Keywords
- Lesson Study
- Pedagogical knowledge
- Reflection
- Higher education
- Teacher training
- Professional development
- Student teacher
- Theory-practice divide
- Lesson evaluation