Lesson Study as a Professional Tool to Strengthen Collaborative Enquiry in Mentoring Sessions in Initial Teacher Education

Autor/inn/en	Naesheim-Bjørkvik, Gro; Helgevold, Nina; Østrem, Sissel
Titel	Lesson Study as a Professional Tool to Strengthen Collaborative Enquiry in Mentoring Sessions in Initial Teacher Education
Quelle	In: European Journal of Teacher Education, 42 (2019) 5, S.557-573 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1641487
Schlagwörter	Mentors; Lesson Plans; Student Teaching; Practicums; Faculty Development; Cooperative Learning; Intervention; Communities of Practice; Inquiry; Preservice Teacher Education; Teacher Educators; Teacher Student Relationship; Experienced Teachers; Video Technology; Foreign Countries; Sociocultural Patterns; Physical Education; Discourse Analysis; Teaching Methods; Norway + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Teaching practice; Unterrichtspraxis; Practicum; Praktikum; Praktika; Kooperatives Lernen; Community; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Soziokulturelle Theorie; Körpererziehung; Sportunterricht; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Norwegen
Abstract	There is a strong emphasis on teachers' professional development through collaborative learning, and teachers are expected to be active participants in continuous improvement of practice. It is argued that professional development in teacher education needs to be reconceptualised as learning communities, where enquiry is regarded as an integral part of teaching. Lesson Study is a model for collaborative learning for teachers and aims at understanding the relationship between teaching and pupils' learning, based on systematic enquiry. This paper reports on a study on mentoring sessions in two different conditions in Initial Teacher Education, a Business-As-Usual condition and a Lesson Study intervention. The intervention resulted in more time being spent on mentoring sessions, allowing time to investigate, to predict and to analyse observations made. Based on findings in this study we argue that Lesson Study as a context holds a potential to strengthen collaborative enquiry in student teachers' practicum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01