Global insights on lesson study in initial teacher education: A systematic literature review encompassing English, Japanese, and Chinese language sources

• Published in: Teaching and teacher education Vol. 152; p. 104791
• Main Authors: Tan, Shirley, Goei, Sui Lin, Willemse, T. Martijn
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.12.2024
• Subjects: Challenges; Initial teacher education; Lesson study; Suggestions; Teacher professional development; Variations; Suggestions; Lesson study; Variations; Initial teacher education; Teacher professional development; Challenges
• ISSN: 0742-051X
• DOI: 10.1016/j.tate.2024.104791

Given the growing interest in Lesson Study (LS) in Initial Teacher Education (ITE), more research is needed to effectively integrate LS into ITE programmes. This literature review examines LS research in English, Japanese, and Chinese, focusing on forms, challenges, and suggestions. 113 studies were analysed following the PRISMA guidelines, revealing LS adaptations in pre-service teacher involvement, training, and mentorship. Challenges included power imbalance and LS integration difficulties in ITE cultures. Suggestions entail increased observation opportunities and early involvement of schoolteachers. The study underscores cultural, policy, and historical influences on LS implementation, advocating for broader educational perspectives in enhancing teacher education programmes. •Synthesised three main forms of lesson study in initial teacher education.•The most common form is practicum-centred lesson study, which is widely employed in Europe.•Japan boasts the highest number of studies on heterodox forms.•Both pre-service teachers and teacher educators struggle with mentorship dynamics.•The challenge-suggestion mapping revealed an unmet gap in addressing certain challenges.