e-journal

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

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Purpose – The purpose of this paper is to explore a model of Lesson Study owned entirely by pre-service 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”.
Design/methodology/approach – Participants were secondary physical education PSTs (n¼17),completing a university-led postgraduate certificate in education course. 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, were 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.
Research limitations/implications – Endorsement of Lesson Study by PSTs as a method of engaging in a positive peer-learning climate suggests the workability of this model. Originality/value – Findings contribute to existing literature exploring the effectiveness and impact of Lesson Study within initial teacher education.

Keywords Initial teacher education, Lesson Study, Pedagogic space, Peer-learning, Physical education

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Informasi Detail

Judul Seri

International Journal for Lesson and Learning Studies

No. Panggil

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Penerbit

: Emerald., 2015

Deskripsi Fisik

International Journal for Lesson and Learning Studies Vol. 4 No. 4, 2015 pp. 343-361

Bahasa

English

ISBN/ISSN

DOI 10.1108/IJLLS-03

Klasifikasi

NONE

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

Vol. 4 No. 4, 2015

Subjek

KIMIA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

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