Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education

Purpose: A priority for initial teacher education is the development of reflection by preservice teachers in preparation for transition towards qualified teacher status. Whilst much literature exists on the practice of reflection, little attention has been placed on understanding and developing the processes that inform this practice. Drawing upon the concepts of Strong Structuration Theory, this paper draws attention to the role Lesson Study can play in developing pre-service teachers’ processes of reflexivity whilst enhancing their reflective practice.
Methodology: Participants were two cohorts of Secondary Physical Education pre-service teachers (n=40), completing a Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when pre-service teacher dyads engaged in cycles of Lesson Study. Data obtained through group discussion boards, questionnaires, group and individual interviews, was subjected to inductive analysis, comparing key patterns to locate themes.
Findings: Drawing upon illustrations collated when exploring the enhancement of their reflective practice, the findings illustrate how pre-service teachers (agents-in-focus) were able to pre-reflectively and critically draw upon embodied dispositions and practices to engage with the external structural elements of their training programme. Such interactions enabled them to demonstrate enhanced forms of active agency and knowledge, developing practices beyond traditional support structures of the training programme. Originality and Implications for practice: In drawing upon these illustrations, this paper explores how the application of Strong Structuration Theory further enhances understanding of the underlying reflexive processes that shape pre-service teacher’s interaction
with the structures of initial teacher education. Furthermore, it draws attention to the part Lesson Study can play in developing creative, confident and reflective pedagogy by pre-service teachers. In doing so this paper contributes to the growing body of literature that illuminates how Lesson Study may enhance the experiences and professional development of pre-service teachers.