This evaluative project, funded by the British Council, investigated the introduction and implementation of peer microteaching lesson study (PMLS) in initial teacher education (ITE) programmes in three teacher education departments in Chinese universities: Beijing Normal University, Shaanxi Normal University, and Hebei Normal University for Nationalities. The study explored the use of PMLS as an alternative approach to the peer-teaching practice traditionally used to support English language teacher development in the three departments. Typically, in these settings, limited practicum opportunities are available for the pre-service teachers in schools.
The project explored the impact of PMLS on the development of pre-service English teachers’ professional knowledge and skills, and the extent to which PMLS fosters confidence and a sense of professional identity. In addition, the project involved the collaborative development of a range of online resources and materials, including the development of an online platform to support teachers and teacher-educators in the implementation of a lesson study approach to ELT professional development.
The project team collected a range of data including recordings of lesson planning meetings and pre-service teachers’ peer micro-teaching classes. Questionnaire and interviews were also used to ask the different participants (teacher-educators and their pre-service teachers) to evaluate the impact of PMLS on their classroom practice, teacher identity and confidence, discussing both benefits and challenges in the use of PMLS.
Outcomes from the study were positive overall with the pre-service teachers reporting broad enthusiasm, despite some initial uncertainty. The majority felt that PMLS improved their teaching skills, classroom ability and their levels of confidence. There were, however, some challenges, and a small number reported that they would need more preparation and support before embarking on this kind of collaborative practice. The teacher-educators were also enthusiastic, reporting that using PMLS improved collaboration, quality of discussion, teaching skills, reflection and pre-service teachers’ curriculum knowledge. The process fostered confidence, team spirit, motivation and passion for teaching. They were keen to replace their traditional use of microteaching with PMLS in their future programmes.
Where possible, we recommend the inclusion of school-based teaching practice. However, if this is not possible, PMLS can facilitate the development of pre-service teacher expertise and confidence. The project team has developed an online platform to support the further dissemination and implementation of PMLS as an open-access resource for teachers, teacher-educators and related stakeholders.