A Study of Pre-service Teachers’ Development through use of Action Research and Lesson Study
The use of action research and lesson study as development strategies for student teachers is not a new one. Strategies have also been developed to further prompt student teachers to reflect critically on their “personal theories” (Bullough and Gitlin, 1995) and to think about “who they are as teachers and students” (Cochran-Smith and Lytle, 1999, 283). This involves refining critical skills through systematic, autonomous and collaborative engagement in teacher led research. Toom et al (2010) stress the need for “reflective teachers who are capable of using research in their teaching … able to base their pedagogical decision-making on a theoretical foundation.” This paper describes the results of student teachers’ research into their pedagogic practices through engagement action research and lesson study projects.