You are here:

"Situating the Learning" of Teaching: Implementing Lesson Study at a Professional Development School


School-University Partnerships Volume 5, Number 2, ISSN 1935-7125


This paper examines how Lesson Study (Lewis, 2002) was used in an elementary mathematics methods course held at a Professional Development School and intended to support pre-service teachers to become reflective practitioners while working alongside clinical faculty. Attention is given to detailing the features of Lesson Study that situates the learning in a job-embedded setting and joint reflection as endorsed by the recommendation for "Clinical Preparation and Partnerships for Improved Student Learning" (NCATE, 2010). Findings highlight how Lesson Study at the PDS site impacted the "multi-tiered" professional development of pre-service teachers and clinical faculty, as they collectively focused on student learning, research, and inquiry. In addition, this article examines how the unique model and outcomes of Lesson Study in a Professional Development School (PDS) enhanced teacher preparation. The study offers a process for teacher educators and Professional Development Schools to use Lesson Study as a collaborative learning structure to promote reflective practice in developing effective teachers. (Contains 1 table and 1 figure.)


Suh, J.M. & Fulginiti, K. (2012). "Situating the Learning" of Teaching: Implementing Lesson Study at a Professional Development School. School-University Partnerships, 5(2), 24-37. Retrieved September 29, 2023 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.