RT Journal Article
T1 Lesson Study and the challenges of Initial Teacher Education in Europe: keys to sustainability. A literature review
A1 Rodriguez-Robles, Cristina
A1 Del Pino Rodríguez, Lorena
A1 Peña-Trapero, Noemí
A1 Servan-Núñez, María José
A1 Soto-Gómez, Encarnación
K1 Profesores - Formación profesional
AB 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.
PB Emerald
YR 2024
FD 2024-12-31
LK https://hdl.handle.net/10630/37067
UL https://hdl.handle.net/10630/37067
LA eng
NO Rodríguez Robles, C., del Pino Rodríguez, L., Peña Trapero, N., Serván-Núñez, M.J. & Soto Gómez, E. (2024). Lesson Study and the challenges of initial teacher education in Europe: keys to sustainability. A literature review. International Journal for Lesson and Learning Studies. 10.1108/IJLLS-05-2024-0102
NO This article has been developed thanks to the Ministry of Universities of the Government of Spain through a University Teacher Training Grant (FPU21/02642). Forming part of the initial revision of this doctoral thesis. And the R+D+i project Lesson Study, School and University: Investigating the Reconstruction of Practical Knowledge in Initial Teacher Education (EDU2017-86082-P) funded by the Ministry of Scientific Research and Technical Excellence (2018-2021), being part of the state of the art and development of the Educational Lesson Study model.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 4 mar 2026