Lesson Study and Pedagogic Literacy in Initial Teacher Education: Challenging Reductive Models

Wasyl Cajkler · Phil Wood

43 citations0/0 files storedBritish Journal of Educational Studies

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Teacher Education and Leadership Studies Mathematics Education and Teaching Techniques Evaluation of Teaching Practices

Abstract

:This paper argues that teacher learning is not reducible to lists of ‘performative’ standards. Funded by the Society for Educational Studies, we used ‘lesson study’ as a vehicle to develop new teacher expertise, following which we concluded that conceptualising ‘learning to teach’ as acquisition of standards is insufficient for understanding the process of teacher growth. We propose an alternative holistic vision.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 43 citations exist upstream.

References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1998Communities of Practice 1985The Reflective Practitioner: How Professionals Think in Action 1984The reflective practitioner: How professionals think in action 1987Knowledge and Teaching:Foundations of the New Reform 2003The teacher's soul and the terrors of performativity 2000Communities of Practice and Social Learning Systems

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.