Use of theoretical concepts in lesson study: an example from teacher training

Purpose - The purpose of this paper is to present a lesson study (LS) approach implemented as part of the initial training of primary school teachers in a course on the oversight and accompaniment of learning. This course aims to develop students' ability to analyse their practice and to shift attention to pupils' learning processes. Design/methodology/approach - Data were collected on the contribution of the LS system and interaction protocols used in class, according to students. Findings - Qualitative analysis of this data shows the role played by the use of theoretical concepts in the quality of their planning, the depth of their analysis and the quality of their work in class. Practical implications - This work opens avenues for teacher training, in particular in terms of encouraging students to use theoretical concepts to prepare, implement and analyse their teaching. Originality/value - This approach is of interest in that it examines the use of theoretical concepts in a study lesson system during initial teacher training.