“Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education

• Published in: Teaching and teacher education Vol. 140; p. 104468
• Main Authors: Bakker, Carien, de Glopper, Kees, de Vries, Siebrich
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.04.2024
• Subjects: Initial teacher education; Knowledge integration; Lesson study; Noticing as reasoning; Preservice teachers; Preservice teachers; Lesson study; Initial teacher education; Noticing as reasoning; Knowledge integration
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2023.104468

Using sociocultural discourse analysis, we examined when and how a Lesson Study team in initial teacher education integrated theoretical input with practical knowledge when reasoning about subject-specific learning by and teaching of their pupils. We found 10 reasoning sequences in which theoretical input helped student teachers externalize their practical knowledge and reflect on the relation between practical knowledge and theoretical input. Three times this process resulted in new understanding of subject-specific pedagogy. Our findings support the assumption that Lesson Study is an appropriate learning task to help student teachers relate theory to practice and develop their subject-specific pedagogical insights. •A Lesson Study-team in initial teacher education used theory and practical knowledge when reasoning.•Integrating theory and practical knowledge resulted in new understanding of subject-specific pedagogy.•Integration between theory and practical knowledge took place during the study phase of Lesson Study.•The analysis approach developed helps to dissect knowledge integration processes during Lesson Study meetings.•Lesson Study seems an appropriate learning task to help student teachers relate theory to practice.