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This paper argues that teacher learning is not reducible to lists of ‘performative’ standards. Funded by the Society for Educational Studies, we used ‘lesson study’ as a vehicle to develop new teacher expertise, following which we concluded that conceptualising ‘learning to teach’ as acquisition of standards is insufficient for understanding the process of teacher growth. We propose an alternative holistic vision. 相似文献
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Wasyl Cajkler Phil Wood Julie Norton David Pedder 《Cambridge Journal of Education》2013,43(4):537-554
Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley’s framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a ‘research lesson’. This was taught by the mentor while the trainee and other teachers observed the learning of three ‘focus’ students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the ‘pedagogic black-box’ enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements. 相似文献
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The Scholarship of Teaching and Learning has become an important field of inquiry, focusing on the development of new and critical pedagogic approaches in higher education. It is a broad field leading to the emergence of a number of contrasting perspectives concerning the development of insights into teaching and learning. In this article, we explore the potential for Lesson Study to act as a framework for reflecting on and developing pedagogic practice in the university sector. Originating in Japan over a century ago, Lesson Study is a collaborative tool for analysing and developing understanding of student learning. This makes it an ideal tool for capturing and interrogating new and critical insights into teaching and learning. An outline framework is suggested for developing the use of Lesson Study in higher education and we discuss how it can form a positive methodology for extending the work of the Scholarship of Teaching and Learning. 相似文献
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This paper reports findings from a project that explored the use of a modified form of ‘lesson study’ in a one-year programme of secondary school initial teacher education (ITE). Twelve mentors and student-teachers worked in pairs to design and teach two ‘research lessons’ in the course of two eight-week teaching practice placements as part of a university–school partnership for the preparation of new teachers. Participating student-teachers reported that engagement in this form of lesson study with a mentor was an effective way to help them grow individual teaching skills, knowledge and confidence in teaching placements. In addition, in most cases, it enabled active and creative participation in a community of teacher learners. However, engagement in lesson study not only supported student-teachers to meet ‘qualifying to teach’ standards, but also offered opportunities for holistic study of teaching and learning, leading to growth in what we characterise as ‘pedagogic literacy’. 相似文献
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This article draws on the analysis of 26 interviews with newly qualified primary teachers (NQTs) in one multilingual city in England, towards the end of their induction year. Interview analysis focused on three themes: developments in pedagogic practice, collaboration with colleagues, resolutions for change or development. Detailed thematic analysis confirmed that NQTs were engaged in reflection about how to respond to diversity, in some cases building on awareness raised in teacher education. Learning on the job was a frequent theme but five respondents still expressed lack of confidence about their approaches. Twenty-one NQTs believed that they had begun to develop responsive forms of teaching, aided by support from and collaboration with other colleagues, including teaching assistants, many bilingual. Implications of the study are that both teacher education and educational research programmes need to give further time to the study and development of linguistically responsive forms of teaching. 相似文献
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