Funded by the Society for Educational Studies, we used ‘lesson study’ as a vehicle to develop new teacher expertise, following which we concluded that conceptualising ‘learning to teach’ as acquisitio
Research gap analysis derived from 3 education papers in our local library.
The gap
Funded by the Society for Educational Studies, we used ‘lesson study’ as a vehicle to develop new teacher expertise, following which we concluded that conceptualising ‘learning to teach’ as acquisition of standards is insufficient for under
Consensus across the literature
Clustered from 3 gap mentions across 3 papers via embedding cosine ≥ 0.62.
Research trend
Established — well-defined area with open sub-problems.
Supporting evidence — 3 representative gaps
- LA FORMACIÓN INICIAL DE MAESTROS Y MAESTRAS A DEBATE: ¿QUÉ NOS DICEN SUS PROTAGONISTAS? (2017) · doi
Among the most outstanding findings we could mention the lack of consensus among teachers and students regarding the ideal versus the required length of the initial teacher training programme; the historic duality between core versus specific didactic subjects that has resurfaced with the changeover to the degree format; and finally, the fact that existing conditions in university classrooms often curb the application of certain methodologies that promote the development of skills.
Keywords: among versus outstanding mention lack consensus teachers students regarding ideal required length initial teacher training - Prospects for Professional Training for the Development of Autopedagogic Competence in Future Primary School Teachers (2025) · doi
Although various studies have addressed professional development more broadly, key aspects remain insufficiently explored – particularly those relating to the personalization of teacher training, the integration of self-education strategies in university curricula, and the articulation of clear indicators of pedagogical competence specific to the primary school context.
Keywords: various addressed professional development broadly aspects remain insufficiently explored particularly relating personalization teacher training integration - Lesson Study and Pedagogic Literacy in Initial Teacher Education: Challenging Reductive Models (2016) · doi
Funded by the Society for Educational Studies, we used ‘lesson study’ as a vehicle to develop new teacher expertise, following which we concluded that conceptualising ‘learning to teach’ as acquisition of standards is insufficient for understanding the process of teacher growth.
Keywords: teacher funded society educational used lesson vehicle develop expertise following concluded conceptualising learning teach acquisition
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