Teachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning-by-design project approach in which 22 Korean PSTs developed lesson plans for middle…

Microteaching Lesson Study [MLS] combines elements of Japanese lesson study and microteaching. A case study of MLS was conducted with 18 prospective teachers in an initial course on learning to teach. Various data sources (i.e., pre- and post-lesson plans, MLS lesson plans, videotaped lessons, transcripts of group discussions, observation field…

In this paper, the authors first discuss the main rationales of situated cognition and its connections with innovation in teacher education. The challenges that might occur in applying situated cognition in teacher education programs, including insufficient opportunities for cognition apprenticeship, limited social interactions, and constraints in…