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dc.contributor.authorLamb, Penny
dc.contributor.authorAldous, David
dc.date.accessioned2016-06-07T15:38:45Z
dc.date.available2016-06-07T15:38:45Z
dc.date.issued2016-04-11
dc.identifier.citationLamb, P. & Aldous, D. (2016) 'Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education', International Journal for Lesson and Learning Studies, Vol. 5 (2), pp.99 - 115en_US
dc.identifier.issn2046-8253
dc.identifier.urihttp://hdl.handle.net/10369/7902
dc.descriptionThis article was published in International Journal for Lesson and Learning Studies in April 2016, available at http://dx.doi.org/10.1108/IJLLS-11-2015-0040en_US
dc.description.abstractPurpose – A priority for initial teacher education (ITE) is the development of reflection by pre-service teachers (PSTs) in preparation for transition towards qualified teacher status. Whilst much literature exists on the practice of reflection, little attention has been placed on under-standing and developing the processes that inform this practice. Drawing upon the concepts of strong structuration theory (SST), the purpose of this paper is to draw attention to the role Lesson Study can play in developing PSTs’ processes of reflexivity whilst enhancing their reflective practice. Design/methodology/approach – Participants were two cohorts of Secondary Physical Education PSTs (n=40), completing a Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when PST dyads engaged in cycles of Lesson Study. Data obtained through group discussion boards, questionnaires, group and individual interviews, were subjected to inductive analysis, comparing key patterns to locate themes. Findings – Drawing upon illustrations collated when exploring the enhancement of their reflective practice, the findings illustrate how PSTs (agents-in-focus) were able to pre-reflectively and critically draw upon embodied dispositions and practices to engage with the external structural elements of their training programme. Such interactions enabled them to demonstrate enhanced forms of active agency and knowledge, developing practices beyond traditional support structures of the training programme. Originality/value – In drawing upon these illustrations, this paper explores how the application of SST further enhances understanding of the underlying reflexive processes that shape PST’s interaction with the structures of ITE. Furthermore, it draws attention to the part Lesson Study can play in developing creative, confident and reflective pedagogy by PSTs. In doing so this paper contributes to the growing body of literature that illuminates how Lesson Study may enhance the experiences and professional development of PSTsen_US
dc.language.isoenen_US
dc.publisherEmerald Insighten_US
dc.relation.ispartofseriesInternational Journal for Lesson and Learning Studies
dc.rightsNon-commercial
dc.subjectreflexivityen_US
dc.subjectinitial teacher educationen_US
dc.subjectreflectivityen_US
dc.subjectagencyen_US
dc.subjectinternal dispositionsen_US
dc.titleExploring the relationship between reflexivity and reflective practice through lesson study within initial teacher educationen_US
dc.typeArticleen_US
dc.typeacceptedVersion
dc.identifier.doihttp://dx.doi.org/10.1108/IJLLS-11-2015-0040
dc.date.dateAccepted2016-01-25
dcterms.dateAccepted2016-01-25
dc.date.refFCD2016-06-07


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