Lesson study in Dutch initial teacher education explored: its potential and pitfalls
Purpose: This paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS. Design/methodology/approach: Three case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case. Findings: The case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as... Mehr ...
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Dokumenttyp: | Artikel |
Erscheinungsdatum: | 2020 |
Reihe/Periodikum: | Schipper , T M , Goei , S L , Van Joolingen , W R , Willemse , T M & Van Geffen , E C 2020 , ' Lesson study in Dutch initial teacher education explored: its potential and pitfalls ' , International Journal for Lesson and Learning Studies , vol. 9 , no. 4 , pp. 351-365 . https://doi.org/10.1108/IJLLS-04-2020-0018 |
Schlagwörter: | Initial teacher education / Lesson study / Professional learning |
Sprache: | Englisch |
Permalink: | https://search.fid-benelux.de/Record/base-28636825 |
Datenquelle: | BASE; Originalkatalog |
Powered By: | BASE |
Link(s) : | https://research.vu.nl/en/publications/db0e448c-457a-4743-b6dd-2502547f6332 |
Purpose: This paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS. Design/methodology/approach: Three case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case. Findings: The case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE. Research limitations/implications: The three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE. Practical implications: The potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions. Originality/value: This is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.