Lesson study in field practice: a time-lagged experiment in initial teacher education in Norway
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 11 April 2016
Abstract
Purpose
The purpose of this paper is to describe the background for, the design of, and the implementation of Lesson Study in a teacher education program in Norway. Lesson Study was chosen as an intervention in an attempt to shift pre-service teachers’ focus from themselves to their pupils, attempting to strengthen their possibilities to learn more about the consequences of their instructional decisions for their pupils.
Design/methodology/approach
The study used a time-lagged experiment where one group of second year pre-service teachers took part in their three-week field practice as usual (business-as-usual-condition), and one group, the following year, took part in Lesson Study cycles during their three-week field practice period. The students were recruited from four subject areas in both conditions: Math, Physical Education, Science, and English.
Findings
The use of Lesson Study created more collaborative inquiry among the pre-service teachers. At its best, the pre-service teachers formulated research questions, took active part in observations, and used data (pupils’ work, interviews and observations) to inform their choices about how to create improved learning for their pupils.
Research limitations/implications
The study is a small scale study due to the need to test before upscaling.
Practical implications
The paper includes a description of how Lesson Study was implemented in a Teacher Education Department, and this can be valuable information for others who are attempting the same.
Originality/value
This paper fulfills an identified need to learn more about pre-service teachers\ learning and lesson study in teacher education.
Keywords
Acknowledgements
The research has been funded by the Norwegian Research Council, project no. 212276.
Citation
Munthe, E., Bjuland, R. and Helgevold, N. (2016), "Lesson study in field practice: a time-lagged experiment in initial teacher education in Norway", International Journal for Lesson and Learning Studies, Vol. 5 No. 2, pp. 142-154. https://doi.org/10.1108/IJLLS-12-2015-0047
Publisher
:Emerald Group Publishing Limited
Copyright © 2016, Emerald Group Publishing Limited