Enhancing Reflective Practices in Teacher Education: An Online Lesson Study Approach

DOI

10.2991/978-94-6463-904-9_17How to use a DOI?

Keywords

Reflective Practice; Teacher Education; Online Lesson Study

Abstract

This study investigates the effectiveness of an online lesson study program designed to enhance reflective practices among pre-service teachers (PSTs). Teacher education programs often face challenges in fostering the practical application of theoretical concepts, particularly in promoting sustainable professional development. To address this gap, this study implemented an online lesson study program that integrates digital tools to support collaborative reflection and continuous growth.

The program, conducted in a university course, involved 103 PSTs and was structured to replicate the traditional Japanese lesson study model in an online environment. Utilizing tools such as Microsoft Teams and Stream, the program incorporated activities including lesson planning, video recording, peer feedback, and reflective practice. Data were collected from two reflection reports submitted by the participants, focusing on changes in reflective depth and the application of reflective lenses. Content analysis and comparative analysis were conducted using Darling-Hammond’s five perspectives and Brookfield’s four lenses as analytical frameworks.

The results indicated significant improvements in reflective practices, particularly in continuous growth reflection, with PSTs demonstrating a deeper understanding of professional development after targeted instruction. Collaborative reflection was notably strengthened through the Colleagues’ Lens, while the Students’ Lens and Theoretical Lens were underutilized. These findings suggest that online lesson study can effectively support reflective practice, though enhancements are needed to foster learner-centered and theory-integrated reflection.

This study highlights the potential of online lesson study to advance teacher education by promoting multifaceted reflection and sustainable professional growth. Future program iterations should focus on structured activities that balance reflective perspectives while maintaining digital flexibility.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

TY  - CONF
AU  - Takayoshi Sasaya
PY  - 2025
DA  - 2025/12/01
TI  - Enhancing Reflective Practices in Teacher Education: An Online Lesson Study Approach
BT  - Proceedings of the 11th International Conference on Educational Reform (ICER 2025)
PB  - Atlantis Press
SP  - 128
EP  - 136
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-904-9_17
DO  - 10.2991/978-94-6463-904-9_17
ID  - Sasaya2025
ER  -