Systematically Improving Lessons in Teacher Education: What's Good for Prospective Teachers is Good for Teacher Educators

Abstract Researchers have advocated building a knowledge base for teacher education based on practitioner knowledge. In this article, the authors, two teacher educators, present knowledge gained from their systematic study of two lessons to help prospective teachers learn to study teaching. They offer a detailed look at the lessons' successes and shortcomings as well as potential revisions. They also reflect on their use of a model for systematically studying lessons, sharing details about their learning during this process. This article attempts to provide a visible, tangible product for other teacher educators interested in helping prospective teachers examine evidence of student learning. Notes Both authors contributed equally to this article; therefore, names are presented alphabetically.