ABSTRACT
The purpose of this chapter is to describe the characteristics of the teach step in lesson study and provide recommendations to teacher educators on engaging preservice teachers (PSTs) in effective practice during this step. To identify effective practice, we reviewed the literature on lesson study in PST preparation and artifacts generated during Lesson Study for Mathematics and Science Teacher Educators Conference (LSMSTEC), including participants' posters describing their practice and written transcripts of whole group and small group summaries and questions about the Teach step of lesson study. Through this process, we identified the essential elements of the teach step, including collaboration with K-12 schools, involvement of a “knowledgeable other,” clearly stated objectives, pre-lesson discussion with participants, identified focus for observers, and time. We also discuss the influence of the teach step on other steps of the lesson study process. This chapter concludes with descriptions of three effective teach protocols of lesson study that build on each other with PSTs during different stages of their preparation. Teacher educators will learn what happens during the teach phase of lesson study, understand there are a variety of ways to engage PSTs in lesson study, and gain the knowledge needed to facilitate the teach step with PSTs.
