Exchange on subject pedagogy during lesson study in initial teacher education

Carien Bakker*, Siebrich de Vries, Kees de Glopper

*Bijbehorende auteur voor dit werk

OnderzoeksoutputAcademicpeer review

Samenvatting

Purpose: This exploratory study investigates the extent to which lesson study (LS) in initial teacher education (ITE) teams address subject-pedagogical aspects during their conversations and what subject-pedagogical aspects are addressed. Design/methodology/approach: The two-case design of the study – one LS team in ITE comprised of an ST and experienced teachers and one comprised of an ST and novice teachers – is aimed to discover similarities and variations in their focus of attention. Findings: The conversations of both LS teams were to a large degree about subject-pedagogical aspects. Both teams paid relatively less attention to discussing the themes “subject matter” and “learning objectives” and more to “pupils” learning and “teacher activities.” Concerning the theme of “pupils” learning, the LS team with experienced teachers focused more than the novice LS team on discussing the aspects “pupils” initial situation and “expected learning behavior.” The novice LS team focused more than the experienced team on discussing their observations of individual pupils' thinking. Originality/value: The results indicate that LS in ITE with a mix of ST and experienced teachers can facilitate exchange on subject-pedagogical aspects of the research lesson. This may help develop and deepen the subject-pedagogical knowledge, views and routines of STs. The differences found between the two LS teams provide starting points for differentiation in the support of LS teams in ITE. Follow-up research could focus on the questions of whether and how LS teams in ITE bring more coherence to their attention for subject-pedagogical aspects of the lesson.

Originele taal-2English
Pagina's (van-tot)301-314
Aantal pagina's14
TijdschriftInternational Journal for Lesson and Learning Studies
Volume12
Nummer van het tijdschrift4
Vroegere onlinedatum20-nov.-2023
DOI's
StatusPublished - 2023

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