000			04545nam a2200445Ii 4500
001			9781787567993
003			UtOrBLW
005			20210303084803.0
006			m o d
007			cr un|||||||||
008			191219t20192020enk o 001 0 eng d
020			_a9781787567993
040			_aUtOrBLW _beng _erda _cUtOrBLW
050		4	_aLB1027.4 _b.L47 2019
072		7	_aEDU029000 _2bisacsh
072		7	_aJNKC _2bicssc
080			_a37.01
082	0	4	_a371.3028 _223
245	0	0	_aLesson study in initial teacher education : _bprinciples and practices / _cedited by Phil Wood (Bishop Grosseteste University, UK), Deborah Lynn Sorton Larssen (University of Stavanger, Norway), Nina Helgevold, and Wasyl Cajkler (University of Leicester, UK).
264		1	_bEmerald Publishing Limited,
300			_a1 online resource (xii, 220 pages)
500			_aIncludes index.
505	0	0	_aChapter 1. International changes and approaches in initial teacher education / _rNina Helgevold and Chris Wilkins -- Chapter 2. An introduction to lesson study / _rDeborah L S Larssen -- Chapter 3. Lesson study in ITE - a family of approaches / _rWasyl Cajkler and Phil Wood -- Chapter 4. Whose learning in ITE lesson study? Gaining the most from lesson study in relation to learning / _rHans Erik Bugge -- Chapter 5. The role of collaborative planning - how to use joint planning as a learning process in lesson study / _rJulie Norton, Nina Helgevold and Raymond Bjuland -- Chapter 6. The role of observation in ITE lesson study / _rPhil Wood, Wasyl Cajkler and Arne Jakobsen -- Chapter 7. Capturing other perspectives - lesson artefacts, pupil voice, and participatory potential in ITE lesson study / _rRebecca Charboneau Stuvland -- Chapter 8. Reflective practice and the lesson study process in initial teacher education / _rGro Næsheim- Bjørkvik and Deborah Lynn Sorton Larssen -- Chapter 9. Student-teachers' written reports about their own learning processes from lesson study / _rM. Neus Álvarez, M.Laura Angelini, Inmaculada López-Lull and Chiara Tasso -- Chapter 10. Tools for helping student-teachers learning the complex work of teaching in lesson study cycles / _rJanne Fauskanger and Raymond Bjuland -- Chapter 11. Lesson study partnerships in initial teacher education / _rFay Baldry and Colin Foster -- Chapter 12. The thorny issue of time / _rPhil Wood -- Chapter 13. Normalization process theory in ITE lesson study / _rPhil Wood and Wasyl Cajkler -- Chapter 14. The wider perspective on lesson study - developing a holistic view of practitioner development through pedagogic literacy / _rWasyl Cajkler and Phil Wood -- Chapter 15: The future of lesson study in initial teacher education -- Index.
520			_aThis book explores the use of lesson study within the context of initial teacher education. The lesson study process is broken down into its main components and these elements are discussed with references to the specific needs of practitioners, educators and researchers in initiating and developing lesson study in teacher education.Lesson Study in Initial Teacher Education highlights the importance of embedding lesson study within initial teacher education programmes, including building partnerships, making time to carry out collaborative inquiries using lesson study, and frameworks for reporting on lesson study projects. Written by a group of researcher practitioners with extensive experience in developing and managing lesson study in initial teacher education programmes, this book presents a critical overview of the principles and practices at the core of developing collaborative inquiry amongst those being educated to become teachers. By outlining an innovative framework to support professional learning classroom-based research, this book will prove invaluable for researchers, administrators and leaders in teacher education.
588	0		_aPrint version record.
650		0	_aLesson planning _xStudy and teaching.
650		0	_aTeachers _xTraining of.
650		7	_aEducation _xTeaching Methods & Materials _xGeneral. _2bisacsh
650		7	_aCurriculum planning & development. _2bicssc
700	1		_aWood, Phil, _eeditor.
700	1		_aLynn Sorton Larssen, Deborah, _eeditor.
700	1		_aCajkler, Wasyl, _eeditor.
700	1		_aHelgevold, Nina, _eeditor.
776			_z9781787567986
856	4	0	_uhttps://doi.org/10.1108/9781787567979
999			_c29564 _d29564