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Direct linkChassels, Caroline; Melville, Wayne – Canadian Journal of Education, 2009
To investigate benefits and challenges to engage teacher candidates in Japanese lesson study, defined as a collaborative, reflective, and iterative teacher development process, we analyzed reflective papers submitted by 60 teacher candidates studying at an Ontario faculty of education, engaged 20 practicum associate teachers in a group discussion,…
Descriptors: Practicums, Group Discussion, Teacher Education Programs, Foreign Countries
