Reflective Practice and the Lesson Study Process in Initial Teacher Education

Abstract

This chapter focusses on the role of reflective practices within initial teacher education courses and the context of the practicum and the role that school-based mentors have in helping student-teachers to learn the skills of ‘reading’ the classroom. It will also discuss how lesson study can support student-teachers and their school-based mentors in their collaborative planning, execution and discussions so that their reflections can be used to further their professional development. Finally, suggestions will be made to support the reflective development of student-teachers.

Citation

Næsheim-Bj⊘rkvik, G. and Larssen, D.L.S. (2019), "Reflective Practice and the Lesson Study Process in Initial Teacher Education", Wood, P., Larssen, D.L.S., Helgevold, N. and Cajkler, W. (Ed.) Lesson Study in Initial Teacher Education: Principles and Practices, Emerald Publishing Limited, Leeds, pp. 105-118. https://doi.org/10.1108/978-1-78756-797-920191008