This book explores the use of lesson study within the context of initial teacher education. The lesson study process is broken down into its main components and these elements are discussed with references to the specific needs of practitioners, educators and researchers in initiating and developing lesson study in teacher education.

Lesson Study in Initial Teacher Education highlights the importance of embedding lesson study within initial teacher education programmes, including building partnerships, making time to carry out collaborative inquiries using lesson study, and frameworks for reporting on lesson study projects. Written by a group of researcher practitioners with extensive experience in developing and managing lesson study in initial teacher education programmes, this book presents a critical overview of the principles and practices at the core of developing collaborative inquiry amongst those being educated to become teachers.

By outlining an innovative framework to support professional learning classroom-based research, this book will prove invaluable for researchers, administrators and leaders in teacher education.

About the Author

Phil Wood is Reader in Education at Bishop Grosseteste University, UK where he is the programme leader for doctoral studies. His research focuses on pedagogic and organisational change using complexity theory, process and time.

Deborah Larssen is Reader at the University of Stavanger, Norway where she works primarily with students studying English as a foreign language as part of their MA in Initial teacher education.

Nina Helgevold is Professor at the University of Stavanger, Norway where she teaches various courses related to pedagogy on bachelor, master and PhD level. Her research focuses on teacher education and teachers' professional development.

Wasyl Cajkler is a Professor of Education, at the University of Leicester, UK. His research interests include lesson study, grammar in the teacher education curriculum and second language learning.

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