Fostering prospective teachers’ knowledge development within lesson study: What are the facilitator’s moves?

Overview & Synopsis

This paper presents a case study focusing on how lesson study (LS) provides tools to teacher educators to foster prospective teachers’ reflections on teaching and learning. The research draws upon the concepts of the Theory of Didactical Situations to analyse the actions of a teacher educator on the LS milieu and the didactical contract. Through this theoretical lens, some moves of the teacher educator are put forward. Preliminary findings suggested that the educator mainly acted on the different roles taken by the participants to change the didactical contract or reinforce the milieu. Moreover, the impact of these moves on the prospective teachers’ reflection within LS is discussed.