Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention

Existing research has highlighted the key role of observation and reflection in teacher learning during lesson study interventions, and how challenging it can be for pre-service teachers. This study focuses on the post-lesson discussion phase and on the observation of the research lesson of a lesson...

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Autores: García-García, Francisco Javier, Lendínez, Elena M., Lerma, Ana M., Abril-Gallego, Ana María
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universidad de Jaén
Repositorio:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
OAI Identifier:oai:ruja.ujaen.es:10953/3342
Acceso en línea:https://doi.org/10.1007/s11858-024-01620-9
https://hdl.handle.net/10953/3342
Access Level:acceso abierto
Palabra clave:Lesson study
Initial teacher education
Theory of Didactical Situations
Teachers' praxeological equipment
Post-lesson discussion
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spelling Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study interventionGarcía-García, Francisco JavierLendínez, Elena M.Lerma, Ana M.Abril-Gallego, Ana MaríaLesson studyInitial teacher educationTheory of Didactical SituationsTeachers' praxeological equipmentPost-lesson discussionExisting research has highlighted the key role of observation and reflection in teacher learning during lesson study interventions, and how challenging it can be for pre-service teachers. This study focuses on the post-lesson discussion phase and on the observation of the research lesson of a lesson study process. It is carried out with early childhood education pre-service teachers who studied the Theory of Didactical Situations. The aim of our research is two-fold: finding evidence of the activation of pre-service teacher knowledge during the post-lesson discussion, and identifying mechanisms that may explain said activation as well as the potential development of their professional knowledge. To model pre-service teacher knowledge, the notion of teachers’ praxeological equipment from the Anthropological Theory of the Didactic, specified in the Theory of Didactical Situations, is used. It is hypothesised that potential teacher learning is mainly connected to the identification of particularly relevant episodes during the observation phase, henceforth referred to as critical events. The analysis of a group discussion on three critical events shows the activation and development of mathematical and didactic components of pre-service teachers’ praxeological equipment. However, it is found that it depends on the degree of dissonance these events can provoke, and on the quality and depth of the discussion that takes place around them. It is therefore concluded that the identification of critical events followed by productive discussion is a mechanism that explains teacher learning through lesson study, which can be enhanced by the intervention of teacher educators as mediators.Funding for open access publishing: Universidad de Jaén/CBUA. This work was supported by the Ministry of Education, Culture, and Sports (Spain) under the predoctoral contract for University Teacher Education FPU14/06496 and by the Ministry of Science and Innovation under the research Grant PID2021-126717NB-C32.Springer202420242024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.1007/s11858-024-01620-9https://hdl.handle.net/10953/3342reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaéninstname:Universidad de JaénInglésZDM - Mathematics Education 2024; 56(6): 1183-1196Atribución-CompartirIgual 3.0 Españahttp://creativecommons.org/licenses/by-sa/3.0/es/info:eu-repo/semantics/openAccessoai:ruja.ujaen.es:10953/33422026-06-24T12:41:07Z
dc.title.none.fl_str_mv Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention
title Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention
spellingShingle Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention
García-García, Francisco Javier
Lesson study
Initial teacher education
Theory of Didactical Situations
Teachers' praxeological equipment
Post-lesson discussion
title_short Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention
title_full Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention
title_fullStr Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention
title_full_unstemmed Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention
title_sort Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention
dc.creator.none.fl_str_mv García-García, Francisco Javier
Lendínez, Elena M.
Lerma, Ana M.
Abril-Gallego, Ana María
author García-García, Francisco Javier
author_facet García-García, Francisco Javier
Lendínez, Elena M.
Lerma, Ana M.
Abril-Gallego, Ana María
author_role author
author2 Lendínez, Elena M.
Lerma, Ana M.
Abril-Gallego, Ana María
author2_role author
author
author
dc.subject.none.fl_str_mv Lesson study
Initial teacher education
Theory of Didactical Situations
Teachers' praxeological equipment
Post-lesson discussion
topic Lesson study
Initial teacher education
Theory of Didactical Situations
Teachers' praxeological equipment
Post-lesson discussion
description Existing research has highlighted the key role of observation and reflection in teacher learning during lesson study interventions, and how challenging it can be for pre-service teachers. This study focuses on the post-lesson discussion phase and on the observation of the research lesson of a lesson study process. It is carried out with early childhood education pre-service teachers who studied the Theory of Didactical Situations. The aim of our research is two-fold: finding evidence of the activation of pre-service teacher knowledge during the post-lesson discussion, and identifying mechanisms that may explain said activation as well as the potential development of their professional knowledge. To model pre-service teacher knowledge, the notion of teachers’ praxeological equipment from the Anthropological Theory of the Didactic, specified in the Theory of Didactical Situations, is used. It is hypothesised that potential teacher learning is mainly connected to the identification of particularly relevant episodes during the observation phase, henceforth referred to as critical events. The analysis of a group discussion on three critical events shows the activation and development of mathematical and didactic components of pre-service teachers’ praxeological equipment. However, it is found that it depends on the degree of dissonance these events can provoke, and on the quality and depth of the discussion that takes place around them. It is therefore concluded that the identification of critical events followed by productive discussion is a mechanism that explains teacher learning through lesson study, which can be enhanced by the intervention of teacher educators as mediators.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1007/s11858-024-01620-9
https://hdl.handle.net/10953/3342
url https://doi.org/10.1007/s11858-024-01620-9
https://hdl.handle.net/10953/3342
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv ZDM - Mathematics Education 2024; 56(6): 1183-1196
dc.rights.none.fl_str_mv Atribución-CompartirIgual 3.0 España
http://creativecommons.org/licenses/by-sa/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-CompartirIgual 3.0 España
http://creativecommons.org/licenses/by-sa/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
instname:Universidad de Jaén
instname_str Universidad de Jaén
reponame_str RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
collection RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
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