Action research through lesson study for the reconstruction of teachers’ practical knowledge. A review of research at Málaga University (Spain)

Gómez, Encarnación Soto; Núñez, María José Serván; Trapero, Noemí Peña; Gómez, Ángel Ignacio Pérez

doi:10.1080/09650792.2019.1610020

Cited by 14 publications

(13 citation statements)

References 26 publications

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“…In this study, we examined how a lesson study project helped supervisors to develop such knowledge; we focused on supervisors' pedagogical content knowledge (PCK). We used lesson study as a specific form of action research in which research supervisors were in control of the practice situation and of the research process (Posch 2019;Soto Gómez et al 2019).…”

Section: Introductionmentioning

confidence: 99%

The development of research supervisors’ pedagogical content knowledge in a lesson study project

Agricola

Schaaf

Prins

et al. 2020

Educational Action Research

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In this study, we aimed to identify how the learning activities elicited in a lesson study project contributed to self-perceived change in supervisors' pedagogical content knowledge (PCK). Lesson study is a method which combines both professional and educational development. During a lesson study project, teachers collaborate in a team and develop, teach, evaluate, and redesign a research lesson. During the 4-month lesson study project described here, four supervisors designed a protocol for research supervision meetings aimed at enhancing undergraduate students' learning. During the project, they experimented with open questioning and giving positive feedback instead of giving instruction and explanations. A mixed-methods design was used in this study. Data on the supervisors' learning activities and PCK were gathered using learner reports, video-recordings of meetings, and exit interviews. The analyses of these data showed that the lesson study project contributed to the development of the supervisors' PCK on instructional strategies and student understanding. The learning activity that contributed most to these changes was reflecting on their own practice and that of their students.

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Section: Introductionmentioning

confidence: 99%

The development of research supervisors’ pedagogical content knowledge in a lesson study project

Agricola

Schaaf

Prins

et al. 2020

Educational Action Research

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“…It is evident that Ecuadorian educators found the ar process informative and applicable to their practice, paralleling research that has demonstrated the importance of implementing the ar cycle based on the teachers' reflections (Edwards, 2020;McIntyre, 2008;Mills, 2007;Santoro Lamelas, 2020;Soto Gómez et al, 2019;Stuart & Kunje, 1998;Wyatt, 2011;York-Barr et al, 2016). Edwards (2020) stated that teachers benefit from ar by increasing their awareness of teaching-related practices and research-related development that can lead them to new skills, beliefs, and engagement as well as identification of their educators' roles.…”

Section: Discussionmentioning

confidence: 76%

“…The challenges reflected teachers' time limitations to devote to the effort, their limited research knowledge, unpredictable administrative support available, and the overall lack of collaboration across all educational sectors. Another study conducted in Spain (Soto Gómez et al, 2019) highlighted the results of 10 years of using lesson study combined with ar to address teachers' practical knowledge about teacher training. The findings indicated that lesson study helped the teachers reconstruct their thinking and strengthened the teaching community.…”

Section: Action Research In Other Countriesmentioning

confidence: 99%

“…According to Wood et al (2019), ar provided pathways to understand critical educational questions regarding the creation and use of knowledge within schools or classrooms, and educators to engage in transformative practices when systems were in place to support the sustainability of their efforts. Furthermore, Soto Gómez et al (2019) stressed the importance of practical experience and reflection for teachers to gain knowledge and change their attitudes and pedagogical practices. The ar process can support changes through curriculum reform, innovations that support institutional change, and/or educational system changes.…”

Section: Action Research In Other Countriesmentioning

confidence: 99%

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Examining Current and Future Ecuadorian Educators’ Experiences Using Action Research in the English as a Second Language Classroom

Burgin

Daniel

2021

Profile: Issues Teach. Prof. Dev.

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This paper reports on Ecuadorian pre-service and in-service teachers’ ability to conduct action research in the classroom as well as their skills to efficiently adjust instruction to address students’ cultural and linguistic diversity. A qualitative case study approach was implemented to collect information from teacher candidates in 2015, in-service teachers from a public school in 2017, and in-service teachers from a private school in 2019. Data were collected through focus groups and interviews conducted in Spanish. Findings suggest that training teachers to conduct action research will improve their ability to analyze data and improve students’ learning outcomes.

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“…A nuestro entender, existen tres principios básicos que debemos incorporar en la formación inicial de docentes que han de funcionar como sistema (Soto et al, 2019), es decir, en estrecha relación, si queremos promover la necesaria reconstrucción del conocimiento práctico: la reflexión vinculada a la práctica, la cooperación y la tutorización.…”

Section: Principios Pedagógicos Que Inspiran La Innovación Educativa unclassified

Tejiendo sentidos y aprendizajes en la formación inicial con la Lesson Study. Un estudio de casos.

Robles¹,

Gómez²

2020

Self Cite

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La formación inicial requiere una transformación profunda de los procesos de enseñanza y aprendizaje para estimular la reconstrucción del conocimiento práctico de los futuros docentes. La Lesson Study (LS), como numerosas investigaciones evidencian, puede convertirse en un privilegiado escenario de reflexión y acción cooperativa para estimular el desarrollo del pensamiento práctico de los docentes en activo. En el ámbito de la formación inicial del profesorado, aunque con menos estudios y evidencias, este modelo de investigación alumbra también interesantes hallazgos. En el presente artículo presentamos los resultados de un estudio de caso sobre una experiencia que incorpora la LS a través del Prácticum y el Trabajo Fin de Grado en la formación inicial. Los principales hallazgos de esta investigación señalan que la LS, a través de sus diferentes fases, es el factor clave para la reconstrucción del conocimiento práctico del caso investigado. En concreto, el énfasis en centrar la mirada en los niños y niñas, el diseño y desarrollo cooperativo, reflexivo y tutorizado de la propuesta didáctica, aparecen como las influencias más significativas.

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Action research through lesson study for the reconstruction of teachers’ practical knowledge. A review of research at Málaga University (Spain)

Cited by 14 publications

References 26 publications

The development of research supervisors’ pedagogical content knowledge in a lesson study project

The development of research supervisors’ pedagogical content knowledge in a lesson study project

Examining Current and Future Ecuadorian Educators’ Experiences Using Action Research in the English as a Second Language Classroom

Tejiendo sentidos y aprendizajes en la formación inicial con la Lesson Study. Un estudio de casos.

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