An early childhood teacher experience in lesson study: the case of Sara

• Autor(a) principal: Ramos Fonseca, Maria Gorete
• Data de Publicação: 2023
• Outros Autores: 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/10451/61664
• topic: Mathematics; Infant education; Professional development; Didactic knowledge

Purpose – This research aims to understand the learning with regard to didactic knowledge of an early childhood teacher who participated in a Lesson Study (LS) on the topic of patterns, as well as her perspective about LS as a teacher education process. Design/methodology/approach – This is a qualitative case study of an early childhood teacher who participated in a LS alongside three other colleagues and a facilitator. Data collection was made by participant observation with elaboration of a research journal, audio recording of sessions and a collective interview. Data analysis was made by content analysis based on the conceptual framework. Findings – This case study shows that early childhood teachers may become aware of the importance of working with their children mathematical ideas. It also shows that they may develop their didactic knowledge in several dimensions such as school mathematics, curriculum, children and their learning, and teaching practice and that they may appreciate LS as a means of professional development. Originality/value – This study shows the potential of LS for the professional development of early childhood teachers, a scarcely researched area. It also shows that their learning may include dimensions related to specific curricular areas such as mathematics.