Wasyl Cajkler

TL;DR: In this article, the authors report the outcomes of a "lesson study" project conducted in a mathematics department with four serving teachers in a secondary school in England, where the feasibility and value of collaborative lesson study as a vehicle for the development of teacher learning were explored.

TL;DR: Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England as discussed by the authors, where Geography and Modern Languages trainees and school-based colleagues collaboratively planned a research lesson.

TL;DR: In this paper, the authors investigated the level of grammatical knowledge among primary teacher trainees following a one-year Postgraduate Certificate of Education (PGCE) course, focusing on the ability of trainees to identify 'parts of speech' and sentence-types through entry-level audits, and investigated through further audits, interviews and talk-aloud activities how trainees perceived grammatical categories, how they understood and talked about grammar, and whether their knowledge of grammar meta...

TL;DR: In this paper, two departments in a secondary school in England participated in "lesson study" projects over a five-month period to explore its usefulness as a vehicle for professional development.

TL;DR: In this article, the authors conducted a structured review of literature on LS in initial teacher education (ITE), focusing on how learning and observation were discussed in studies of LS in ITE and the extent to which observation is described and used to capture evidence of learning.