Beginning Teacher Educators' Learning Experiences as Guidance Advisors in Physical Education Lesson Study

Abstract

The purpose of this study was to clarify what and how beginning teacher educators learned from their experiences as guidance advisors in physical education lesson study (PELS). The focus of the study was the process of participation in Lesson Study of two beginning teacher educators (graduate students enrolled in a doctoral program) and one experienced teacher educator (four years of experience as a physical education (PE) teacher, followed by fifteen years as a university teacher). Qualitative research methodology was employed to collect and inductively analyze the six items of qualitative data that were collected. The results showed that beginning teacher educators (1) learned outside of the ‘study’ stage and in the ‘Between’ domain among the four stages of Lesson Study, and (2) learned in the process of participating in PELS through the encouragement and collaborative activities of veteran and other teacher educators.