Lesson Study and Teacher Training: Engaging in the Co-Construction of Pedagogical Knowledge

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

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
Original languageEnglish
Title of host publicationInnovative Approaches in Pedagogy for Higher Education Classrooms
EditorsEnakshi Sengupta , Patrick Blessinger
Place of PublicationBingley, UK
PublisherEmerald Group Publishing Limited
Chapter4
Pages41
Number of pages53
Volume42
Edition1st
ISBN (Electronic)978-1-80043-258-1
ISBN (Print)978-1-80043-257-4, 978-1-80043-256-7
Publication statusAccepted/In press - 18 Aug 2021

Publication series

NameInnovations in Higher Education Teaching and Learning
PublisherEmerald
Volume42

Keywords

  • Lesson Study
  • Pedagogical knowledge
  • Reflection
  • Higher education
  • Teacher training
  • Professional development
  • Student teacher
  • Theory-practice divide
  • Lesson evaluation

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