2026-05-28T07:40:20Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/329212026-02-03T11:11:42Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc Pérez Granados, Laura author Alcaraz Salarirche, Noelia author Fernández Navas, Manuel author Postigo Fuentes, Ana Yara author 2022 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. 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 https://hdl.handle.net/10630/32921 10.1080/09650792.2022.2108473 Enseñanza - Métodos activos Action research through lesson study: a space for learning in initial teacher training