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Lesson Study with preservice teachers: Lessons from lessons
ARTICLE

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TATE Volume 25, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article examines a 2-year process of integrating Lesson Study—a form of teacher-led professional development—into an introductory course on the principles of teaching for students majoring in early childhood education. The course is taught in conjunction with beginning practicum work in area schools. We describe obstacles, modifications, and outcomes as we adapted the Lesson-Study process to help preservice teachers pay closer attention to instructional strategies (such as questioning techniques, anticipating student responses, and how lesson flow affects student understanding), and become more comfortable with constructive criticism by focusing on the lesson plan rather than the teacher.

Citation

Sims, L. & Walsh, D. (2009). Lesson Study with preservice teachers: Lessons from lessons. Teaching and Teacher Education: An International Journal of Research and Studies, 25(5), 724-733. Elsevier Ltd. Retrieved December 2, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2008.10.005

Keywords