Journal Article


Raymond Bjuland
Aoibhinn‏ Ní Shúilleabháin



comparative study organisational learning student support lesson study student teacher learning initial teacher education learning support professional development

Incorporating lesson study in ITE: organisational structures to support student teacher learning (2019)

Abstract Lesson study is a collaborative model of professional development that provides teachers with the opportunity to learn from the planning, conduction and reflection of a specifically designed research lesson. Lesson study is increasingly incorporated in initial teacher education (ITE) and calls have been made to further detail the lesson study structures that support student teacher learning. In this paper the core organisational elements of incorporating lesson study in ITE are investigated as a comparative case study situated in two distinct educational and cultural settings: one in Ireland (post-primary) and the other in Norway (primary). Qualitative data, including student teachers’ planning notes, research lesson designs, and observation notes from live research lessons, were analysed and findings reveal three structural factors for the incorporation of lesson study in ITE. First, defined roles of mentor and university teachers as knowledgeable others; second, the engagement of student teachers at each phase of lesson study, with the inclusion of case pupils; and third, the conduction of the lesson study cycle on both university campus and in the classroom. These findings contribute to the growing literature of lesson study in ITE and may support the inclusion of lesson study in ITE programmes.
Collections Ireland -> University College Dublin -> College of Science
Ireland -> University College Dublin -> Mathematics and Statistics Research Collection
Ireland -> University College Dublin -> School of Mathematics and Statistics

Full list of authors on original publication

Raymond Bjuland, Aoibhinn‏ Ní Shúilleabháin

Experts in our system

Aoibhinn‏ Ní Shúilleabháin
University College Dublin
Total Publications: 23