Lesson Study: towards a collaborative approach to learning in Initial Teacher Education?
Lesson Study: towards a collaborative approach to learning in Initial Teacher Education?
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课程研究：在初始教师教育中采用协作学习方法？
DOI：
10.1080/0305764x.2013.834037
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
David Pedder
中科院分区：
文献类型：
--
作者：
Wasyl Cajkler;P. Wood;J. Norton;David Pedder
课程研究（LS）案例研究是在英格兰的两所中学教学实习中进行的。使用达德利的框架，地理和现代语言学员和学校同事合作计划了“研究课程”。这是由导师教授的，而实习生和其他老师则观察三名“焦点”学生的学习。学员对课程进行了回顾和修改，以便向平行小组教学，并重复观察和评估的循环。在课后研究访谈中，从实践社区的角度进行分析，导师声称 LS 促进了未来教师快速融入部门工作实践，而学员则声称他们从 LS 固有的团队方法中受益。该过程使参与者能够协作探索“教学黑匣子”，丰富了学员和导师的经验和学习。通过成功整合，LS 改善了对教师在教学实践实习中的发展的支持。
Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley’s framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a ‘research lesson’. This was taught by the mentor while the trainee and other teachers observed the learning of three ‘focus’ students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the ‘pedagogic black-box’ enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements.
影响因子：
3
作者：
Wenger, E
通讯作者：
Wenger, E
课程研究：日本改进教学的方法
DOI：
--
发表时间：
2012
期刊：
影响因子：
--
作者：
B.M. Hambly;T.Kumagai;池元有一;松村正治;岡崎友典・玉井康之;Toshiakira Fujii
通讯作者：
Toshiakira Fujii