A Case Study of Lesson Study by Teacher Educators Across Affiliations

Abstract

　　 This study aims to examine, through a collaborative self-study, whether reflection on a lesson study undertaken by four teacher educators from different universities can lead to mutual professional development. In this study, a video of one teacher educator’s lesson on “Teaching Method of Health and Physical Education” was viewed, and a lesson review meeting was conducted. The data collected were audio recordings of the meeting and reflection sheets of participants on the lesson study, which were analysed qualitatively and inductively.

　　 The teacher educators’ reflections were made from various perspectives, including not only the lesson but also the curriculum. On the other hand, there seemed to be a need to share readiness and define the perspectives of reflection in pre-meetings. In addition, the participants were able to reflect proactively on their own and others’ practices and deepen their reflections each other. Furthermore, the collaborative self study provided an opportunity to reflect on their own practice, reflection, and expertise, and the process of developing a thesis through many discussions provided an opportunity to enhance their expertise.