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Table of contents
Feedback Decision Tree

German text

 

1 Introduction

1.1 What is the goal of this flipbook?

 

2 Key Ideas of Lesson Study in Initial Teacher Education

2.1 What are the Key Characteristics of Lesson Study?

2.2 What is the Lesson Study Process like?

2.3 Who is involved in Lesson Study?

 

3 Models and Variants of Lesson Study in Initial Teacher Education

3.1 How do different Lesson Study models work in practice?

3.1.1 University-centred Lesson Study

3.1.2 Practicum-centred Lesson Study

3.1.3 Hybrid Lesson Study

 

4 Going into Practice

4.1 How can your context shape the way you do Lesson Study?

4.1.1 Time allocation for Lesson Study

4.1.2 Group size

4.1.3 Presence of educators

4.1.4 Presence of other Pre-Service Teachers

4.1.5 Phase of Initial Teacher Education where Lesson Study is implemented

4.1.6 Grading/Evaluation of the LS project

4.1.7 Lesson Study project across Europe

 

4.2 How can ethical, respectful and safe practices be ensured in Lesson Study?

4.2.1 Establishing a safe space for open and productive discussion

4.2.2 When observing students in the research lesson(s)

4.2.3 Storing collected data in a safe space

 

4.3 How can you overcome common challenges in implementing Lesson Study?

4.3.1 Suggestions for undertaking LS in ITE

4.3.2 Mentors (Teacher Educators and School-based Mentors)

4.3.3 Institutions

 

 

 

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