Mostrar el registro sencillo del ítem

dc.contributor.authorPeña Trapero, Noemí
dc.contributor.authorPerez-Gomez, Angel Ignacio 
dc.contributor.authorSoto-Gomez, Encarnacion 
dc.contributor.authorRodriguez-Robles, Cristina
dc.contributor.authorServan-Nuñez, Maria Jose 
dc.contributor.authorpeña trapero
dc.date.accessioned2017-12-22T07:25:52Z
dc.date.available2017-12-22T07:25:52Z
dc.date.created2017-12-21
dc.date.issued2017-12-22
dc.identifier.urihttps://hdl.handle.net/10630/14974
dc.description.abstractThis Lesson Study forms part of the research work carried out by the Spanish team, in order to analyse the potential of this professional teacher development methodology for the reconstruction of teachers' practical thinking. It is a qualitative research process which involves the monitoring of seven infant school teachers during two school cycles. The teachers developed a Lesson Study over this period, with a practical thinking case study being carried out both before and after. This paper focuses on the Lesson Study case study. The Lesson Study was developed independently by the group of teachers, who were advised throughout by the undersigned researchers. At the same time, the researchers carried out a case study focusing on the Lesson Study being developed by the teachers. Findings/Conclusions: - From the start of the Lesson Study, we can find evidence of changes in the practical thinking of the teachers involved, which led to immediate changes in their classroom practice. - The development of the Lesson Study brought about significant reflection with regards to the Infant Education curriculum, in some cases resulting in substantial modification to the way it is implemented in their different classrooms. - The teachers pointed out the value of cooperative work on several different occasions. - They also emphasised the high level of learning they achieved by observing how their colleagues developed the lesson designed by the group using different strategies and data collection instruments, such as documentation inspired by the Reggio Emilia approach, when reflecting on their own practice. On the whole, we can state that the cooperative design work of this lesson showed the contrast between the espoused theories of the participants and their theories-in-use, conditioned fundamentally by their work contexts and previous experience. Lesson Study is a way to bring these two poles closer together, enriching teachers with strategies to help detect contradictions in their practice and to resolve them and feel more comfortable with what they do.en_US
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Techen_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectProfesores - Formación profesional - Congresosen_US
dc.subject.otherEducación infantilen_US
dc.subject.otherFormación del profesoradoen_US
dc.subject.otherLesson studyen_US
dc.subject.otherConocimiento prácticoen_US
dc.titleLesson study as a tool for rebuilding teachers' practical thinking: a bridge between espoused theories and theories-in-useen_US
dc.typeinfo:eu-repo/semantics/conferenceObjecten_US
dc.centroFacultad de Ciencias de la Educaciónen_US
dc.relation.eventtitleWALS 2017 Bridging Research and Practice throught Lesson Studyen_US
dc.relation.eventplaceNagoya (Japón)en_US
dc.relation.eventdate24-26 Noviembreen_US


Ficheros en el ítem

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem