Document Type
Article
Publication Title
Education Sciences
Publication Date
2023
Keywords
teacher preparation; middle grades; lesson study; teacher candidates; well-remembered events
Abstract
Teacher preparation is dependent on a clinical model of instruction where students apprentice with licensed teachers to gain experience in a classroom. It is not always easy to create these opportunities in schools that are local to the university, especially with a large middle-level program. This qualitative study examines how using lesson study in an early clinical experience can create high-quality experiences and develop innovative thinking around lesson design. This research answers the following questions: (1) What events do the preservice teachers identify as memorable in their interactions with students, peers, and teachers during a clinical experience that uses the lesson study model? (2) How does the lesson study model influence preservice teachers’ thinking about teaching? The results from the study suggest that a lesson study model is a viable option for middle-level teacher preparation programs. While it solves some practical issues, such as a lack of quality clinical experiences, it also creates an experience where students feel supported, scaffolded, and engaged.
DOI
doi.org/10.3390/educsci13070735
Recommended Citation
Falbe, Kristina and Seglem, Robyn, "Teaching Is Messy: Using Lesson Study to Reimagine Student-Centered Clinical Experiences" (2023). Faculty Publications - College of Education. 34.
https://ir.library.illinoisstate.edu/fped/34
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Comments
This article was published in Education Sciences, 13(7), 735, https://doi.org/10.3390/educsci13070735.
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).