Document Type


Publication Title

Education Sciences

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teacher preparation; middle grades; lesson study; teacher candidates; well-remembered events


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.


This article was published in Education Sciences, 13(7), 735,

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (