Preparing, leading, and reflecting on whole-class discussions: How prospective mathematics teachers develop their knowledge during lesson study

Abstract

This research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on wholeclass discussions. Data was collected through participant observation with field notes, audio recordings, and document collection. The results show that a detailed analysis of a lesson plan, previously prepared autonomously by a prospective teacher based on a guide, promotes a focused discussion and a collaborative environment. Additionally, being involved in each other's formative process, through lesson study micro-cycles, created opportunities for prospective teachers to analyze and discuss different classroom situations, which promoted the development of their knowledge. Finally, classroom experiences seemed to be fundamental for the development of prospective teachers' knowledge. They were able to put into practice the work carried out during the lesson study, which allowed them to link theory and practice, and reflect on their own practice. This research also underlines the importance of the teacher educator's role in creating fruitful opportunities for the development of prospective teachers' knowledge.

O desenvolvimento do conhecimento didático de futuros professores: o estudo de aula como processo formativo integrado na formação inicial

“…Pelas suas características, este processo tem potencial para apoiar os futuros professores a ultrapassar os desafios que encontram durante a formação inicial. A natureza colaborativa envolve-os na partilha e discussão de diferentes ideias que, por um lado, os prepara para o trabalho que irão desenvolver nas escolas e, por outro lado, os leva a considerar outras perspetivas de ensino (Magnusson et al, 2021;Martins et al, 2023). Por ser um processo baseado na reflexão sobre a prática, potencia a análise de situações da aula, promovendo o desenvolvimento do conhecimento sobre a aprendizagem dos alunos e sobre a prática letiva a partir de uma pequena investigação sobre a prática (Bjuland e Mosvold, 2015;Martins et al, 2021).…”

“…A natureza reflexiva do EA tem mostrado potencialidades no desenvolvimento do conhecimento dos futuros professores (González et al, 2023;Martins et al, 2021Martins et al, , 2023. Também nestes dois EA, foi a partir da reflexão sobre as diferentes ideias partilhadas nas sessões que as futuras professoras repensaram a sua prática e, dessa forma, desenvolveram o seu conhecimento.…”

Learning to promote students’ mathematical reasoning: Lesson study contributions in initial teacher education

“…The potential of lesson study has been recognized in initial teacher education since it promotes the development of prospective teachers' knowledge based on experiences close to those they will encounter in their future practice (González et al, 2023;Leavy & Hourigan, 2016;Martins et al, 2023). Lesson study is recognized as a model for professional development whereby all the work is carried out collaboratively and based on reflections of students' learning (Fujii, 2018).…”

Establishing links between research and practice

“…The lesson studies correspond to an international movement with its own organisation (WALS -World Association of Lesson Studies) 1 and a highly prestigious scientific journal (IJLLS -International Journal for Lesson and Learning Studies) 2 . In Portugal, lesson studies have been carried out since 2011, mainly from the impulse of the Instituto de Educação da Universidade de Lisboa with research on a variety of issues, from the professional learning carried out by teachers and future teachers to the conditions necessary for the functioning of this formative process and the perceptions of the participants (e.g., Cardoso et al, 2023;Gomes et al, 2023;Martins et al, 2023;Ponte et al, 2016Ponte et al, , 2023.…”