Leading whole-class discussions: From participating in a lesson study to teaching practice
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
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. |
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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 |
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application/pdf |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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