Elements mentioned in trade between tutors and students. The lesson study device used into the context of the tutor and student coaching

Abstract

This paper caters to everyone involved in professional development of teachers including teacher trainers and educational researchers. In our exploratory study, we applied a lesson study procedure during a feedback session given by a teacher trainer to a student teacher. Three teacher trainers, teaching at pre-school level in French-speaking Switzerland were involved in our study. We analyzed 6 post-lesson interview protocols conducted at different time intervals. This procedure enabled us to highlight the tutorial posture adopted by teacher trainers as well as the knowledge they used to guide the student teachers. The results reveal that lesson study as a collective and iterative procedure is significant in the analysis of professional development of teacher trainers. This is because the application of this procedure implies a certain level of anticipation of elements they would like to integrate in their feedback. Overall, the collective thinking generated resources for professional development of teacher trainers.