Who is this flipbook for and how might it be used?

1 Introduction

1.1 What is the goal of this flipbook?

2 Key Ideas of Lesson Study in Initial Teacher Education

2.1 What are the Key Characteristics of Lesson Study?

2.2 What is the Lesson Study Process like?

2.3 Who is involved in Lesson Study?

3 Models and Variants of Lesson Study in Initial Teacher Education

3.1 How do different Lesson Study models work in practice?

3.1.1 University-centred Lesson Study

3.1.2 Practicum-centred Lesson Study

3.1.3 Hybrid Lesson Study

4 Going into Practice

4.1 How can your context shape the way you do Lesson Study?

4.1.1 Time allocation for Lesson Study

4.1.2 Group size

4.1.3 Presence of educators

4.1.4 Presence of other Pre-Service Teachers

4.1.5 Phase of Initial Teacher Education where Lesson Study is implemented

4.1.6 Grading/Evaluation of the LS project

4.2 How can ethical, respectful and safe practices be ensured in Lesson Study?

4.2.1 Establishing a safe space for open and productive discussion

4.2.2 When observing students in the research lesson(s)

4.2.3 Storing collected data in a safe space

4.3 How can you overcome common challenges in implementing Lesson Study?

4.3.1 Suggestions for undertaking LS in ITE

4.3.2 Mentors (Teacher Educators and School-based Mentors)

4.3.3 Institutions

This flipbook is for Teacher Educators (TEs), school leaders, and other stakeholders who are interested in implementing Lesson Study in Initial Teacher Education (LS in ITE). We assume that, although your roles may differ, you share a common interest: improving Pre-Service Teachers’ (PSTs’) learning through LS.

The main goal of this flipbook is to offer both a general orientation and practical suggestions for carrying out LS in ITE contexts.

The ideas in this flipbook may feel familiar or be new. They may be familiar if you have previously engaged in LS in other settings (for example, in a professional development context) or if you have experience with action research or communities of inquiry, which share some similarities with LS. LS may also be entirely new to you. We therefore expect that some readers will use this flipbook as an introduction to LS.

As readers will come with different levels of experience, the flipbook is designed to be used both linearly and non-linearly. You may move freely between chapters, depending on the topics you wish to explore in more depth. However, if you are new to LS, we recommend starting with the first and second chapters, which introduce the core ideas and provide a foundation for reading the chapters that follow.

Throughout the flipbook, you will find internal and external links that make it easy to access related content. You will also find a set of guiding questions that you can use whenever you are ready to select the LS variant that best fits your context. These guiding questions are accessible by clicking the decision tree button.

decision tree  

Finally, the flipbook includes case studies that illustrate how LS can be adapted to different ITE contexts and subjects. We also encourage you to explore the resources attached to this flipbook, which you can download and use directly with PSTs.