The reflexive act of teacher candidates in the implementation of a customized version of the model Lesson Study.
Abstract
This study consists our reflection upon the reflective action that was developed by the students of the Department of Education Sciences in Pre-school Age of Democritus University of Thrace during their teaching practice. The students’ teaching practice took place in the form of an applied version of the educators’ professional development model ‘’Lesson Study’’. During the implementation of Lesson Study we participated actively as Supervisors - Pre-school teachers. Reflecting on our experience, we attempt to determine and interpret the reflective action that was developed by a group of students, as the main purpose of the adoption of this specific educational model is the need to form reflective and critical teachers. The results of this initial study concludes to a first hypotheses that the application of the version of Lesson Study in conjunction with the implementation of progressive student-centered pedagogical approach in the classroom, seems to create conditions that encourage the reflective action of the students. In turn, this conclusion, based on the reflection on our experience, should consist a subject of systematic investigation in order to reach to valid and reliable results.
Article Details
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Γιαννακίδου Ε., Γιόφτσαλη Κ., & Τζιώρα Ε. (2013). The reflexive act of teacher candidates in the implementation of a customized version of the model Lesson Study. Hellenic Journal of Research in Education, 1(1), 27–55. https://doi.org/10.12681/hjre.8791
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