Lesson study in Dutch initial teacher education explored: its potential and pitfalls

PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education in...

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Bibliographic Details
Published in:International journal for lesson and learning studies 2020-10, Vol.9 (4), p.351-365
Main Authors: Schipper, Tijmen M, Goei, Sui Lin, Van Joolingen, Wouter R, Willemse, T. Martijn, Van Geffen, Evelien C
Format: Article
Language:English
Subjects:
Case studies
Classrooms
Educational Environment
Educational Theories
Learning
Learning Processes
Learning Theories
Pedagogy
Professional development
Student teachers
Teacher education
Teacher Educators
Universities
Vocational education
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Summary:PurposeThis paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.Design/methodology/approachThree case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.FindingsThe case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.Research limitations/implicationsThe three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.Practical implicationsThe potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.Originality/valueThis is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.
ISSN:2046-8253
2046-8261
DOI:10.1108/IJLLS-04-2020-0018