Noticing as reasoning in Lesson Study teams in initial teacher education

Carien Bakker*, Kees de Glopper*, Siebrich de Vries*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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In the current study on noticing as reasoning of Lesson Study (LS)-teams in initial teacher education (ITE), we analyzed the reasoning two mixed LS-teams set up about pupils' subject-related learning of. Both teams consisted of a student teacher and experienced teachers. Both teams paid more attention to identification (describing pupils‘ learning behavior) and planning elements (considering and deciding how to act) than to interpretation elements (determining and explaining pupils’ problems with learning). They differed in the extent to which they considered plans and provided continuity in their reasoning. Stimulating meaningful reflection may help further develop noticing among LS-teams in ITE.
Original languageEnglish
Article number103656
Number of pages13
JournalTeaching and Teacher Education
Early online date11-Feb-2022
Publication statusPublished - May-2022


  • Noticing
  • Lesson study
  • Reasoning
  • Teacher education programs
  • Preservice teachers

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