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

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.

KEYWORDS:

• Reflection
• reflective teaching
• learning
• lesson study
• education

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No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Mark Minott

Dr Mark Minott is presently a Postdoctoral Research Associate at the University of East Anglia School of Education and Lifelong Learning, UK. His research interests are in the areas of reflective teaching and learning, music education and teacher education. Examples of his works can be found in Reflective Practice: International and Multidisciplinary Perspectives (UK); Professional Development in Education (UK); Teacher Education Advancement Network Journal (UK); Canadian Journal of Education and the Australian Journal of Education. Mark is also the author of several books: A Reflective Approach to Teaching Practicum Debriefing and Reflective Teaching and…, Reflective Teaching: Properties, Tool, Benefits and Support and Reflection and Reflective Teaching, a case study of four seasoned teachers in the Cayman Islands .