Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 11 April 2016
Abstract
Purpose
A priority for initial teacher education (ITE) is the development of reflection by pre-service teachers (PSTs) in preparation for transition towards qualified teacher status. Whilst much literature exists on the practice of reflection, little attention has been placed on under-standing and developing the processes that inform this practice. Drawing upon the concepts of strong structuration theory (SST), the purpose of this paper is to draw attention to the role Lesson Study can play in developing PSTs’ processes of reflexivity whilst enhancing their reflective practice.
Design/methodology/approach
Participants were two cohorts of Secondary Physical Education PSTs (n=40), completing a Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when PST dyads engaged in cycles of Lesson Study. Data obtained through group discussion boards, questionnaires, group and individual interviews, were subjected to inductive analysis, comparing key patterns to locate themes.
Findings
Drawing upon illustrations collated when exploring the enhancement of their reflective practice, the findings illustrate how PSTs (agents-in-focus) were able to pre-reflectively and critically draw upon embodied dispositions and practices to engage with the external structural elements of their training programme. Such interactions enabled them to demonstrate enhanced forms of active agency and knowledge, developing practices beyond traditional support structures of the training programme.
Originality/value
In drawing upon these illustrations, this paper explores how the application of SST further enhances understanding of the underlying reflexive processes that shape PST’s interaction with the structures of ITE. Furthermore, it draws attention to the part Lesson Study can play in developing creative, confident and reflective pedagogy by PSTs. In doing so this paper contributes to the growing body of literature that illuminates how Lesson Study may enhance the experiences and professional development of PSTs.
Keywords
Acknowledgements
The revision of the paper benefited considerably from the comments given by the reviewers whom the authors acknowledge with thanks. The authors would also like to acknowledge and thank the Physical Education PSTs for their willingness to share their experiences of engaging in Lesson Study during their school-based training.
Citation
Lamb, P. and Aldous, D. (2016), "Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education", International Journal for Lesson and Learning Studies, Vol. 5 No. 2, pp. 99-115. https://doi.org/10.1108/IJLLS-11-2015-0040
Publisher
:Emerald Group Publishing Limited
Copyright © 2016, Emerald Group Publishing Limited