Lecture by Professor Wasyl Cajkler (University of Leicester), Lesson Study and Growth of Pedagogic Literacy in Initial Teacher Education (ITE)

At the University of Leicester, we have pioneered the use of lesson study in a range of ITE programmes (PGCE, School Direct and SCITT) in a variety of formats and in a variety of subjects: paired placement lesson study, peer micro-teaching lesson study, mentor-led lesson study and even PGCE tutors engaged in lesson study on their own practice. It has been used by teachers of a range of secondary subjects and across the curriculum in our primary ITE programmes, most recently in the teaching of mental health issues and in our specialist study modules. Each approach across phases and subject ranges, we would argue, offers opportunities for student-teachers, mentors and teacher educators to open the pedagogic black box for detailed analysis in a framework of enquiry and collaboration, giving true glimpses of what it means to be a teacher.

Drawing on our Lesson Study Research Group’s findings, this presentation will explore lessons learned from our projects, examples of positive and negative outcomes, and suggest favourable conditions for successful use of lesson study in ITE programmes. The talk will end by arguing why lesson study offers a formative enquiry-focused complement to the current standards-driven, parallel approaches to teacher education, giving opportunities for all participants to grow their pedagogic literacy through collaborative inquiry and mutual support.

Wasyl Cajkler is Professor in Education, currently Head of the School of Education, University of Leicester. He teaches in the PGCE, Masters and doctoral programmes in the School of Education. His research interests include lesson study, grammar in the teacher education curriculum and second language learning.  He chairs the Lesson Study Research Group (LSRG) at the School Education and in collaboration with other colleagues in Leicester, Spain and Norway has conducted a number of lesson study projects in initial teacher education programmes.   

His most recent publication, in collaboration with University of Stavanger, is:

Larssen, D.L.S; Cajkler, W.; Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., Wood, P., Baldry, F. Jakobsen, A., Bugge, H.E., Næsheim-Bjørkvik, G. and Norton, J. (2018) A literature review of lesson study in initial teacher education: Perspectives about learning and observation, International Journal for Lesson and Learning Studies, 7(1), 8-22.

The recording will be available from 8 February for staff, students and Exeter associates.

RECORDING