Lesson study in primary initial teacher education: Participants’ perspectives on potential and challenges

Abstract

Our aim is to identify the participants’ perspective about the potential and challenges of using mathematics lesson study (LS) in initial teacher education (ITE) of preservice primary teachers. We present two lesson studies and analyze the perspective of preservice teachers and teacher educators. The results suggest diverse kinds of potential and challenges. This research provides new insights about using LS in ITE and aspects to be considered by teacher educators who wish to use this formative process, particularly: constitution of the working groups, methodology and approach of the sessions, research lesson, assessment, collaboration, presentation of the process and duration.