RT Journal Article
T1 Action research through lesson study for the reconstruction of teachers’ practical knowledge. A review of research at Málaga University (Spain).
A1 Soto-Gómez, Encarnación
A1 Servan-Núñez, María José
A1 Peña-Trapero, Noemí
A1 Pérez-Gómez, Ángel Ignacio
K1 Investigación activa en educación
K1 Profesores - Formación profesional
AB This article aims to set out our discussions, reflections and research at Málaga University (Spain) in relation to Lesson Study (LS), as a cooperative action research process. The paper aims to summarise the main findings of ten years of research, addressing the concepts and dilemmas found both in forming teachers’ practical thinking and in the complex processes of reconstruction through LS. The results of our research provide evidence that it is a useful way to deal with the reconstruction of teachers’ practical knowledge in teacher training. Teachers’ practical knowledge should be more broadly seen as an active combination of theoretical knowledge, procedural knowledge and skills, attitudes, emotions, believes, and values: i.e. teachers’ practical thinking. Most of these personal and professional resources are unconscious, or rather sub-conscious. Changes in teachers’ practical thinking require more practical experience and reflexion: a dialectical process based around two key components: theorisation of practice and experimentation of reconstructed theory. The results of our research show that these dialectical process could be developed with LS as a particular way of developing AR, adding a complex, systematic, flexible and cooperative way of dealing with specific and contextual curricular innovation projects. We therefore conclude that LS could be a very useful path to follow in reconstructing teachers’ practical thinking from within, strengthening the professional teaching community.
PB Taylor & Francis
YR 2019
FD 2019
LK https://hdl.handle.net/10630/36878
UL https://hdl.handle.net/10630/36878
LA eng
NO Encarnación Soto Gómez, María José Serván Núñez, Noemí Peña Trapero & Ángel Ignacio Pérez Gómez (2019) Action research through lesson study for the reconstruction of teachers’ practical knowledge. A review of research at Málaga University (Spain), Educational Action Research, 27:4, 527-542.
NO https://openpolicyfinder.jisc.ac.uk/id/publication/5191
NO This research has been made possible thanks to funding provided by the Spanish Ministry of Economy, Industry and Competitiveness in the 2011 round of R&D projects: The Practical Knowledge of Early Years School Teachers and Its Implications for Pre-service and In-Service Teacher Training: Cooperative Action Research (EDU2011-29732-c02-02) and 2017 with the project: Lesson Study, School and University: Researching the Reconstruction of Practical Knowledge in Pre-service Teacher Training (EDU2017-86082-P), part of the National Programme for the Promotion of Scientific and Technical Research of Excellence, a state sub-programme aimed at generating knowledge.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026