Teaching Is Messy: Using Lesson Study to Reimagine Student-Centered Clinical Experiences

Teacher preparation is dependent on a clinical model of instruction where students apprentice with licensed teachers to gain experience in a classroom. It is not always easy to create these opportunities in schools that are local to the university, especially with a large middle-level program. This qualitative study examines how using lesson study in an early clinical experience can create high-quality experiences and develop innovative thinking around lesson design. This research answers the following questions: (1) What events do the preservice teachers identify as memorable in their interactions with students, peers, and teachers during a clinical experience that uses the lesson study model? (2) How does the lesson study model influence preservice teachers' thinking about teaching? The results from the study suggest that a lesson study model is a viable option for middle-level teacher preparation programs. While it solves some practical issues, such as a lack of quality clinical experiences, it also creates an experience where students feel supported, scaffolded, and engaged.