Thought piece: To what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study?

Minott, Mark (2022) Thought piece: To what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study? Reflective Practice, 23 (1). pp. 81-87. ISSN 1462-3943

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Abstract

This thought piece draws the readers’ attention to the pervasive nature of reflection, reflective teaching and learning and the use of questions. Specifically discussed; are the theoretical framework that guides the piece, reflective teaching, the reflective approach to teaching practicum debriefing (RATPD) and lesson study. Provided is an example that incorporates the RATPD primarily in the post-lesson discussions/colloquia while being faithful to the collaborative nature of lesson study. Achieving these answers the question: ‘To what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study?’ The piece ends with a question that challenges readers to conclude and perhaps engage in further reflection on the discussed topic.

Item Type: Article
Uncontrolled Keywords: reflection,education,learning,lesson study,reflective teaching,philosophy ,/dk/atira/pure/subjectarea/asjc/1200/1211
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Related URLs:
Depositing User: LivePure Connector
Date Deposited: 19 Oct 2021 01:15
Last Modified: 29 Nov 2021 01:40
URI: https://ueaeprints.uea.ac.uk/id/eprint/81762
DOI: 10.1080/14623943.2021.1982687

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