Lesson study in initial teacher education: students’ positioning analysed through the lens of Figured Worlds

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This paper considers how lesson study (LS) can be used to support
professional development in initial teacher education (ITE). The concept
of Figured Worlds is used to analyse the student teachers’ positioning in
relation to various ‘figures’ e.g. the school-mentor and university tutor
involved in the lesson study process. Findings will aid reflection on how
best to employ lesson study in initial teacher education. I argue that
teachers who have trained through lesson study might be able to challenge
accepted practice. In this particular case the experience seems to allow
student teachers to position themselves as teacher-researchers who are
able to develop practice through reflection.

Bibliographical metadata

Original languageEnglish
Title of host publicationBSRLM Proceedings
PublisherBritish Society for Research into Learning Mathematics
Pages13-18
Number of pages6
Volume36
Publication statusPublished - 2016