Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/135287
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dc.contributor.author | Baumfield, V. | - |
dc.contributor.author | Bethel, A. | - |
dc.contributor.author | Boyle, C. | - |
dc.contributor.author | Katine, W. | - |
dc.contributor.author | Knowler, H. | - |
dc.contributor.author | Koutsouris, G. | - |
dc.contributor.author | Norwich, B. | - |
dc.date.issued | 2022 | - |
dc.identifier.citation | Teacher Development, 2022; 26(3):356-372 | - |
dc.identifier.issn | 1366-4530 | - |
dc.identifier.issn | 1747-5120 | - |
dc.identifier.uri | https://hdl.handle.net/2440/135287 | - |
dc.description | Published online: 04 May 2022 | - |
dc.description.abstract | This article focuses on the use of lesson study (LS) in initial teacher education (ITE) from a mapping review of international research published in peer-reviewed journals. This method enables identification of characteristic features of the research field along with any gaps in the existing evidence base. The authors map out variations in ITE LS practices by employing a seven-dimensional framework of LS to illustrate the range and draw conclusions about the design and use of LS in ITE. They conclude that LS is an example of teacher enquiry-based practice, identified by researchers as one of the means of building the capacity for a self-improving education system. LS and related practices play a crucial role in preparing teachers to adopt a research orientation to their own practice. However, the article also discusses the organisational challenges and the balance between acquiring skills and reflection for beginning teachers when introducing LS into ITE. | - |
dc.description.statementofresponsibility | Viv Baumfield, Alison Bethel, Chris Boyle, Will Katene, Helen Knowler, George Koutsouris, Brahm Norwich | - |
dc.language.iso | en | - |
dc.publisher | Taylor & Francis (Routledge) | - |
dc.rights | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. | - |
dc.source.uri | https://www.tandfonline.com/journals/rtde20 | - |
dc.subject | Lesson study; initial teacher education; literature review; teacher enquiry-based practice | - |
dc.title | How lesson study is used in initial teacher education: An international review of literature | - |
dc.type | Journal article | - |
dc.identifier.doi | 10.1080/13664530.2022.2063937 | - |
pubs.publication-status | Published | - |
dc.identifier.orcid | Boyle, C. [0000-0001-6196-7619] | - |
Appears in Collections: | Education publications |
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File | Description | Size | Format | |
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hdl_135287.pdf | Published version | 1.1 MB | Adobe PDF | View/Open |
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