The impact of Lesson Study on the development of two primary student teachers

Abstract

This small-scale research project investigated the learning experiences of two student-teachers, enrolled on the primary School Direct Salaried course at the University of Hertfordshire, as they participated in Lesson Study (LS), a form of teacher-led professional development. Various data sources (interviews, audio recordings of meetings, field notes and reflective journal entries) were analysed and findings showed that although the individual learning outcomes were different for each of the student-teachers, both felt that they had learned about teaching and learning from their participation in the LS process. In addition, having been given the chance to demonstrate ‘expertise’ concerning pupils’ learning, their confidence and participation in their community of practice was increased. This research concludes that participation in the LS process firstly provided the student-teachers with a way to piece-together their newly formed ideas about teaching and learning and, secondly, changed their self-identified position within their community of practice, which helped them to make ‘moves’ towards becoming a teacher.