Use of theoretical concepts in lesson study: an example from teacher training
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 13 July 2015
Abstract
Purpose
The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and accompaniment of learning. This course aims to develop students’ ability to analyse their practice and to shift attention to pupils’ learning processes.
Design/methodology/approach
Data were collected on the contribution of the LS system and interaction protocols used in class, according to students.
Findings
Qualitative analysis of this data shows the role played by the use of theoretical concepts in the quality of their planning, the depth of their analysis and the quality of their work in class.
Practical implications
This work opens avenues for teacher training, in particular in terms of encouraging students to use theoretical concepts to prepare, implement and analyse their teaching.
Originality/value
This approach is of interest in that it examines the use of theoretical concepts in a study lesson system during initial teacher training.
Keywords
Citation
Martin, D. and Clerc-Georgy, A. (2015), "Use of theoretical concepts in lesson study: an example from teacher training", International Journal for Lesson and Learning Studies, Vol. 4 No. 3, pp. 261-273. https://doi.org/10.1108/IJLLS-10-2014-0039
Publisher
:Emerald Group Publishing Limited
Copyright © 2015, Emerald Group Publishing Limited