This article reports on a dyad model of lesson study aimed at scaffolding the theory and practice of learning to teach physical education. Participants were pre-service teachers (PSTs) completing a 38-week Master’s-level Postgraduate Certificate in Education in eastern England, training to teach the secondary age range (11–18 years). A total of 40 PSTs volunteered to participate in the study during their school-based training. A three-year cross-sectional case-study framework involving three distinct cohorts of PSTs allowed for a comparison of data, captured through computer-mediated communication. Dialogue through email communications and electronic evaluations was analysed inductively. Three substantive themes were identified as a result of the PSTs’ experiences: (a) developing confidence in the classroom through collaboration with a peer; (b) developing physical education pedagogies to support students’ individual learning needs; and (c) developing physical education pedagogies to support assessment of students’ progress. The dyad lesson study model provided a safe and non-hierarchical platform for collaboration between PSTs. Peer-to-peer reflection on aspects of their own practice instilled confidence and enhanced understanding, particularly in relation to understanding students’ individual learning needs to promote progress and assessing such progress. Dyad lesson study positively supported PSTs’ professional development against prescribed Teachers’ Standards beyond the formal hierarchical rules and structures associated with the school-based training process. Such collaborative conversations can help to minimise professional isolation for PSTs during their school-based training and address the juxtaposition of connecting the theory of learning to teach with a holistic view of student learning in practice.

本文报告了一种针对课程学习的二元模型，旨在为体育教学的学习理论和实践提供支持。参加人员为职前教师（PST），他们在英格兰东部完成了为期38周的硕士学位研究生教育证书，接受了中学年龄段（11-18岁）的培训。共有40名PST在他们的校本培训中自愿参加了这项研究。一个为期三年的横断面案例研究框架，涉及三个不同的PST队列，可以比较通过计算机介导的通信获取的数据。归纳地分析了通过电子邮件通讯和电子评估进行的对话。根据PST的经验确定了三个实质性主题：（a）通过与同伴的合作在课堂上建立信心；（b）制定体育教学法，以支持学生的个人学习需求；（c）制定体育教学法以支持对学生进步的评估。二元组学习模型为PST之间的协作提供了一个安全且非分层的平台。对自己的实践进行点对点的反思，可以灌输信心并增强理解，特别是在理解学生的个人学习需求以促进进步和评估这种进步方面。Dyad的课程研究对PST的专业发展提供了积极支持，超越了与学校培训过程相关的正式等级规则和结构，从而使PST能够按照规定的教师标准进行职业发展。