Lesson study in Dutch initial teacher education explored: its potential and pitfalls

Tijmen M. Schipper, Sui Lin Goei, Wouter R. Van Joolingen, T. Martijn Willemse, Evelien C. Van Geffen

Research output: Contribution to journalArticleEducational

1 Citation (Scopus)


This paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.

Three case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.

The case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.

Research limitations/implications
The three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.

Practical implications
The potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.

This is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.
Original languageEnglish
Pages (from-to)351-365
Number of pages15
JournalInternational Journal for Lesson and Learning Studies
Issue number4
Publication statusPublished - 2020


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