RT Journal Article
T1 Action research through lesson study: a space for learning in initial teacher training
A1 Pérez Granados, Laura
A1 Alcaraz Salarirche, Noelia
A1 Fernández Navas, Manuel
A1 Postigo Fuentes, Ana Yara
K1 Enseñanza - Métodos activos
AB The purpose of this paper is to explore the influence of Lesson Study on reconstructing students’ practical knowledge during initial training as prospecting teachers. This case study sets out the voice and opinions of a student taking part in a lesson study process. The aim was to further understand how the student’s opinions around teaching change both during and after her invol- vement in the different phases of Lesson Study. Information was obtained through semi-structured interviews, observations, photo and video records, document analysis and field diaries. We were also interested in understanding the student’s perception of the influence of mentoring and tutoring on her professional develop- ment while accompanying her in her reflection about teaching. The results show that Lesson Study, as a cooperative curriculum crea- tion process, provides prospecting teachers with opportunities to build their identity as professionals within a network of peers in which they interact in order to learn together. Focused on the context of initial teacher training, this article could lead to a new approach to Lesson Study as a strategy that can bring about more relevant transformations while teachers’ beliefs, values and disposi- tions are still at an early stage of construction.
PB Taylor and Francis
YR 2022
FD 2022
LK https://hdl.handle.net/10630/32921
UL https://hdl.handle.net/10630/32921
LA eng
NO Pérez Granados, L., Alcaraz-Salarirche, N., Fernández Navas, M., & Postigo Fuentes, A. Y. (2022). Action research through lesson study: a space for learning in initial teacher training. Educational Action Research, 32(1), 7–24. https://doi.org/10.1080/09650792.2022.2108473
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 6 mar 2026