Student-Teachers’ Written Reports About Their Own Learning Processes from Lesson Study

Abstract

This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which lesson study has been reported in various settings so far. The chapter concludes with a qualitative study of student-teachers’ reflections drawn from their reports, written after finalising the lesson study cycle at the Universidad Católica de Valencia. The analysis provides support for the premise that lesson study significantly promotes research in ITE and develops a more critical approach to literature about pedagogy and good practice in teaching.

Citation

Álvarez, M.N., Angelini, M.L., López-Lull, I. and Tasso, C. (2019), "Student-Teachers’ Written Reports About Their Own Learning Processes from Lesson Study", 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. 119-132. https://doi.org/10.1108/978-1-78756-797-920191009