2026-06-06T03:11:27Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/86842026-02-03T12:04:39Zcom_10630_2254col_10630_37959

Lesson study as a way of reconstructing practical knowledge for improved teaching practice. Seven case studies. Peña-Trapero, Noemí Vasquez Suárez, Kena Rodríguez Rivera, José Antonio Becerra Mena, Ana Fátima García de Paz, Sergio Estudio - Métodos With the aim of helping to enrich teacher training processes, using an approach based on Practical Knowledge and Practical Thinking (Schön's knowledge-in-action), the present paper strives to explore and understand the relationships between espoused theories and theories-in-use (action theories by Argyris) of a group of seven pre-school teachers involved in a process of in-service training based on Lesson Study, a powerful methodological tool to identify, contrast and review such theories both autonomously and cooperatively. The conclusion reached is that this training strategy is a rich proposal for the questioning of teaching theory and practice, and, in consequence, for the reconstruction of more unconscious Practical Knowledge, albeit with some circumstantial and personal nuances. 2015-01-14T10:39:00Z 2015-01-14T10:39:00Z 2015-01-14T10:39:00Z 2015-01-14 conference output http://hdl.handle.net/10630/8684 eng ATEE Anual Conference Braga, Portugal 25-27 Noviembre 2014 open access