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

Minott, Mark

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.

Citation

Minott, M. (2022). Thought piece: to what extent could the reflective approach to teaching practicum debriefing strategy be incorporated in lesson study?. Reflective practice, 23(1), 81-87. https://doi.org/10.1080/14623943.2021.1982687

• Journal Article Type: Article
• Acceptance Date: Sep 13, 2021
• Online Publication Date: Sep 28, 2021
• Publication Date: 2022
• Deposit Date: Oct 6, 2022
• Publicly Available Date: Mar 29, 2023
• Journal: Reflective Practice
• Print ISSN: 1462-3943
• Electronic ISSN: 1470-1103
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 23
• Issue: 1
• Pages: 81-87
• DOI: https://doi.org/10.1080/14623943.2021.1982687
• Keywords: Reflection; Reflective teaching; Learning; Lesson study; Education
• Public URL: https://hull-repository.worktribe.com/output/4087884
• Related Public URLs: https://ueaeprints.uea.ac.uk/id/eprint/81762/