1. Learning to learn to teach in initial teacher education
Professor Wasyl Cajkler

2. Leicester Lesson Study
Discuss collaborative approaches to initial teacher education
Consider the use of lesson study as a collaborative complement to teacher education programmes
Recount some aspects of the Leicester experience
Relate our approach to aspects of the SEA- TCP Framework

3. Relationship to the SEA-TCP Framework
SEA-TCF Framework
Lesson study in teacher education
1. Becoming a better teacher 2. Helping students learn 3. Knowing and understanding what I teach
Focus on exploring the pedagogic black box
Observing learners in the classroom
Collaborative preparation with a mentor enables deep analysis of learning objects and the challenges they bring

4. Learning to learn to teach
‘The model we propose claims that it is both more realistic and more powerful to help prospective teachers learn how to learn to teach mathematics effectively when they begin teaching. In other words, preparation programs can be more effective by focusing on helping students acquire the tools they will need to learn to teach rather than the finished competencies of effective teaching’ (Hiebert et al , 202).
Hiebert, J., Morris, A. K. and Glass, B. (2003), Learning to learn to teach: An “experiment” model for teaching and teacher preparation in mathematics, Journal of Mathematics Teacher Education, 6(3),

5. Lesson study: iterative cyclical process
Groups of teachers identify a learning challenge
Collaboratively plan a ‘research lesson’
Teach the research lesson (one teacher, mentor or student-teacher)
Others observe with a focus on case students
Collaboratively evaluate the impact of the lesson (possibly interviewing case students)
Re-teach improved lesson
Complement (or alternative) to ‘parallel’ forms of initial teacher education

6. Lesson study variation for ITE
Interviews?
1.mentor and student-teacher form Lesson Study group, reviewing learning challenges of students.
2. dyad/group identified a specific challenge: one aspect
3. planning 'research lesson' in detail, focusing on intended learning of 2/3 students.
4. first research lesson taught by mentor; student-teacher (and others) observes learning
5. evaluate lesson, focusing on evidence of three case students' learning.
6. Second co-planned lesson taught by student-teacher, followed by joint evaluation, including university tutor.

7. Lesson study Collaborative Shared ownership
Developmental, not performative
Focus on learning
Observation of learner responses
Aim: improvement of teaching
Can be integrated into teacher education programmes

8. Possible groupings
Mentor and student-teacher as a pair (dyadic lesson study)
Mentor, trainee and other collaborating teacher (3)
A group of trainees in one school (e.g. a triad, or quad)
Mentor, trainee and university teachers
The organisation depends on the opportunities in schools with which the training institution/university works
Preparation of student-teachers and mentors essential

9. Teacher collaboration in lesson study
Co-preparation of the research lesson
One of the group teaches
Others observe with a focus on case students in class (not the teacher)
Collaborative evaluation of the lesson (photo)
Possible inclusion of children’s perspectives
Co-preparation of next lesson

11. Essence of pedagogic literacy
Teachers grow in ‘educational wisdom’ (Biesta 2014) and effectiveness by:
observing and responding to learning/learners
reflecting in action to make wise educational judgements
reading the classroom, studying the impact of their own teaching, using focused ‘attentional’ skills (Luntley and Ainley 2007)
learning to plan with support from others
drawing on underlying foundations e.g. ethics, values, empathy, relating with others, collaborative skills and attitudes, far too numerous and too complex to list, not reducible to a list of discrete standards.
Ainley, J. and Luntley, M. (2007) Towards an articulation of expert classroom practice. Teaching and Teacher Education 23(7), 1127–1138.
Biesta, G.J.J. (2014) The Beautiful Risk of Education. Boulder Co., Paradigm Publishers.

12. A glimpse of what it means to be a teacher:
In-class literacy
• educational wisdom
• using attentional skills
• applying wise judgement
• reading the learners/classroom
• dialoguing with learners
• reflecting-in-action
• observing learning
• learner-responding
• PCK: application
• scaffolding
• assessing, AfL, feedback
Foundations in Personal Growth
• personal experience of learning and teaching
• professional skills e.g, planning; questioning etc.
• understanding through PCK
• experience & reflection
• ethics
Organisational dimensions
• curriculum
• assessment frameworks
• disciplinary cultures
• preparation
• induction
• understanding
/undertaking research
Socio-cultural dimensions
• learning in action
• professional learning
• collaborative development & learning
• seeking advice about teaching
Interpersonal dimensions
• interpersonal skills
• empathy
• leadership skills
• firmness of purpose
• inspiration/motivation skills
• managing behaviour for learning
Affective dimensions
• values
• attitudes
• philosophies
• passion/care
Societal dimensions
• policy awareness
• socio-economic patterns
• cultural frameworks
• change orientations
• accountabilities
• working with the community
Why do lesson study?
A glimpse of what it means to be a teacher:
complexity of pedagogy
pedagogic
literacy

13. Collaboration in classroom research
Lesson study contributes to student-teachers’ pedagogic literacy:
use of in-class skills (planning, teaching and formative assessment)
use of attentional skills to read the learners/classroom
application wise judgement
dialoguing with learners
reflecting-in-action
observing learning
responding effectively and supportively to learners
growth in their pedagogic content knowledge (PCK)
There are challenges, but results thus far are promising

14.
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