Leading whole-class discussions: From participating in a lesson study to teaching practice

Detalhes bibliográficos
Autor(a) principal: Gomes, Paula
Data de Publicação: 2023
Outros Autores: Quaresma, Marisa, Ponte, João Pedro da
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10451/61607
Resumo: Purpose – This article aims to analyse how a teacher leads whole-class discussions during and after participating in lesson studies and to what extent that participation influences her teaching practice. Design/methodology/approach – This is a qualitative/interpretative research with a case study design, carried out with a secondary school mathematics teacher who participated in two lesson studies. Data were collected from participant observation, audio recording of lesson study (LS) sessions and discussions with the teacher, video recording of lessons and semi-structured interviews. Frameworks regarding the teachers’ actions are used in the analysis. Findings – The results suggest that in her teaching practice, the teacher led students to explain their strategies with supporting/guiding actions, but she also challenged the students to justify their productions, ensuring that the students’ ideas were clear. Additionally, the teacher explored incorrect strategies and disagreements, inviting and challenging other students to intervene or react and involved students in drawing connections, as discussed in the LS. Therefore, the teacher put into practice several actions teachers can do in leading whole-class discussions to promote students’ learning. Participating in LS was an opportunity to rethink her teaching practice, as the teacher pointed out, bringing her a new perspective on leading discussions in which students play an active role in learning mathematics, creating opportunities for the students to explain and react to their colleagues’ ideas. Originality/value – This article examines an under-researched issue: the influence of LS on the way a teacher leads whole-class discussions, during and after participating in lesson studies.
id RCAP_529dbda1d50e7467878524665282a735
oai_identifier_str oai:repositorio.ul.pt:10451/61607
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str 7160
spelling Leading whole-class discussions: From participating in a lesson study to teaching practiceLesson studyTeacher educationTeaching practiceDiscussionPurpose – This article aims to analyse how a teacher leads whole-class discussions during and after participating in lesson studies and to what extent that participation influences her teaching practice. Design/methodology/approach – This is a qualitative/interpretative research with a case study design, carried out with a secondary school mathematics teacher who participated in two lesson studies. Data were collected from participant observation, audio recording of lesson study (LS) sessions and discussions with the teacher, video recording of lessons and semi-structured interviews. Frameworks regarding the teachers’ actions are used in the analysis. Findings – The results suggest that in her teaching practice, the teacher led students to explain their strategies with supporting/guiding actions, but she also challenged the students to justify their productions, ensuring that the students’ ideas were clear. Additionally, the teacher explored incorrect strategies and disagreements, inviting and challenging other students to intervene or react and involved students in drawing connections, as discussed in the LS. Therefore, the teacher put into practice several actions teachers can do in leading whole-class discussions to promote students’ learning. Participating in LS was an opportunity to rethink her teaching practice, as the teacher pointed out, bringing her a new perspective on leading discussions in which students play an active role in learning mathematics, creating opportunities for the students to explain and react to their colleagues’ ideas. Originality/value – This article examines an under-researched issue: the influence of LS on the way a teacher leads whole-class discussions, during and after participating in lesson studies.Repositório da Universidade de LisboaGomes, PaulaQuaresma, MarisaPonte, João Pedro da2024-01-05T16:16:45Z20232023-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/61607engGomes, P., Quaresma, M., Ponte, J.P (2023). Leading whole-class discussions: From participating in a lesson study to teaching practice. International Journal for Lesson and Learning Studies, 12(2), 139-151. https://doi.org/10.1108/IJLLS-02-2022-00222046-8253doi.org/10.1108/IJLLS-02-2022-0022info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-08T01:16:56Zoai:repositorio.ul.pt:10451/61607Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:30:43.596117Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Leading whole-class discussions: From participating in a lesson study to teaching practice
title Leading whole-class discussions: From participating in a lesson study to teaching practice
spellingShingle Leading whole-class discussions: From participating in a lesson study to teaching practice
Gomes, Paula
Lesson study
Teacher education
Teaching practice
Discussion
title_short Leading whole-class discussions: From participating in a lesson study to teaching practice
title_full Leading whole-class discussions: From participating in a lesson study to teaching practice
title_fullStr Leading whole-class discussions: From participating in a lesson study to teaching practice
title_full_unstemmed Leading whole-class discussions: From participating in a lesson study to teaching practice
title_sort Leading whole-class discussions: From participating in a lesson study to teaching practice
author Gomes, Paula
author_facet Gomes, Paula
Quaresma, Marisa
Ponte, João Pedro da
author_role author
author2 Quaresma, Marisa
Ponte, João Pedro da
author2_role author
author
dc.contributor.none.fl_str_mv Repositório da Universidade de Lisboa
dc.contributor.author.fl_str_mv Gomes, Paula
Quaresma, Marisa
Ponte, João Pedro da
dc.subject.por.fl_str_mv Lesson study
Teacher education
Teaching practice
Discussion
topic Lesson study
Teacher education
Teaching practice
Discussion
description Purpose – This article aims to analyse how a teacher leads whole-class discussions during and after participating in lesson studies and to what extent that participation influences her teaching practice. Design/methodology/approach – This is a qualitative/interpretative research with a case study design, carried out with a secondary school mathematics teacher who participated in two lesson studies. Data were collected from participant observation, audio recording of lesson study (LS) sessions and discussions with the teacher, video recording of lessons and semi-structured interviews. Frameworks regarding the teachers’ actions are used in the analysis. Findings – The results suggest that in her teaching practice, the teacher led students to explain their strategies with supporting/guiding actions, but she also challenged the students to justify their productions, ensuring that the students’ ideas were clear. Additionally, the teacher explored incorrect strategies and disagreements, inviting and challenging other students to intervene or react and involved students in drawing connections, as discussed in the LS. Therefore, the teacher put into practice several actions teachers can do in leading whole-class discussions to promote students’ learning. Participating in LS was an opportunity to rethink her teaching practice, as the teacher pointed out, bringing her a new perspective on leading discussions in which students play an active role in learning mathematics, creating opportunities for the students to explain and react to their colleagues’ ideas. Originality/value – This article examines an under-researched issue: the influence of LS on the way a teacher leads whole-class discussions, during and after participating in lesson studies.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01T00:00:00Z
2024-01-05T16:16:45Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10451/61607
url http://hdl.handle.net/10451/61607
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Gomes, P., Quaresma, M., Ponte, J.P (2023). Leading whole-class discussions: From participating in a lesson study to teaching practice. International Journal for Lesson and Learning Studies, 12(2), 139-151. https://doi.org/10.1108/IJLLS-02-2022-0022
2046-8253
doi.org/10.1108/IJLLS-02-2022-0022
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
_version_ 1799136789431058432