Author(s): Richit, Adriana [UNESP] ; da Ponte, João Pedro ; Quaresma, Marisa
Date: 2022
Persistent ID: http://hdl.handle.net/11449/222208
Origin: Oasisbr
Subject(s): Lesson Study; Professional Learning; Professional Practice Changes; Teacher Professional Development
Made available in DSpace on 2022-04-28T19:43:25Z (GMT). No. of bitstreams: 0 Previous issue date: 2021-01-01
Originating in Japan, the lesson study (jugyo kenkyu) is a collaborative and reflective teacher professional development process, centered on the teaching practice. Due to its development dynamics and possibilities to promote professional learning, the lesson study has been carried out and investigated in several countries around the world. In this article, we strive to identify and discuss aspects related to the professional learning of mathematics teachers, developed or deepened in research that focuses on lesson study. Our analysis is made on a set of 32 works on the subject, selected from high impact journals, indexed in Scopus, which examine the possibilities and contributions of lesson study to the professional development of teachers who teach mathematics. We evidence, through a qualitative analysis, that the participation in lesson study provides the participants with professional learning in three central domains: Mathematics, mathematics teaching, and professional culture. Such learning promotes the professional development of teachers favoring changes in their professional practices, dispositions, values, and knowledge.
Universidade Estadual Paulista (UNESP), São Paulo
Universidade Federal da Fronteira Sul (UFFS), Rio Grande do Sul
University of Georgia (UGA)
Instituto de Educação da Universidade de Lisboa (IEUL)
Universidade Estadual Paulista (UNESP), São Paulo
