Lesson Study and the challenges of Initial Teacher Education in Europe: keys to sustainability. A literature review

Abstract

To present a review of the current state of Lesson Study (LS) in Initial Teacher Education (ITE) in Europe. A systematic search, combined with heuristic and hermeneutic analysis, was conducted in both English and Spanish using indexed academic databases to collect research and experiences of LS in ITE across Europe. The core areas or analysis categories included sustainability, observation and tutoring, the connection between schools and universities, the value of pedagogical knowledge and LS models. LS in ITE has seen significant growth in Europe since 2015, particularly in those universities where it has established a strong presence. The variety of proposals found reflects how institutions have adopted and expanded LS models, indicating a stronger connection between universities and schools. The sustainability of LS hinges on the efforts of a core teaching and research group that not only transforms teaching but also explores learning processes in LS. There is growing interest in improving observation strategies and incorporating pedagogical knowledge in LS, although more in-depth analyses of the learning and teaching processes from both perspectives are still called for. Searching for references in English and Spanish increases the visibility of experiences in those countries where these languages are spoken. It offers the first review of literature on LS in ITE focused on Europe. It engages with and builds upon the latest global reviews in ITE and LS, introducing new areas of contrast.