Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors

Detalhes bibliográficos
Autor(a) principal: Oliveira, Jáima Pinheiro de
Data de Publicação: 2023
Outros Autores: Bracken, Seán, Nakano, Natalia, Dart, Gareth
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/21306
Resumo: Lesson Study as a strategy for inclusive pedagogical practices has been used in some countries as a form of collaborative work, involving both teachers and students; and fosters discussions during the implementation of teaching practices. This article aims to present an excerpt of the results of an investigation using Lesson Study conducted in Brazil, simultaneously with the University of Worcester. The analysis indicated the resources and strategies suggested by the professors during the realization of a cycle of the Lesson Study approach. The study concluded that the opportunity to research in a university context increased the understanding of inclusive education among the involved agents. Keywords: Higher education. Teacher training. School inclusion.
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spelling Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professorsLesson study como práctica pedagógica en la educación superior desde una perspectiva inclusiva: estrategias y recursos indicados por los profesoresLesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professorsLesson Study as a strategy for inclusive pedagogical practices has been used in some countries as a form of collaborative work, involving both teachers and students; and fosters discussions during the implementation of teaching practices. This article aims to present an excerpt of the results of an investigation using Lesson Study conducted in Brazil, simultaneously with the University of Worcester. The analysis indicated the resources and strategies suggested by the professors during the realization of a cycle of the Lesson Study approach. The study concluded that the opportunity to research in a university context increased the understanding of inclusive education among the involved agents. Keywords: Higher education. Teacher training. School inclusion.El Lesson Study como estrategia de prácticas pedagógicas inclusivas ha sido utilizado en algunos países como una forma de trabajo colaborativo, comprendiendo tanto a docentes como a estudiantes; y fomenta discusiones durante la implementación de las prácticas docentes. Este artículo tiene como objetivo presentar un extracto de los resultados de una investigación utilizando el Lesson Study realizado en Brasil, simultáneamente con la Universidad de Worcester. El análisis indicó los recursos y estrategias sugeridas por los profesores durante la realización de un ciclo del enfoque Lesson Study. El estudio concluyó que la oportunidad de investigar en un contexto universitario aumentó la comprensión de la educación inclusiva entre los agentes involucrados. Palabras clave: Educación superior. Formación de profesores. Inclusión escolar.Lesson Study as a strategy for inclusive pedagogical practices has been used in some countries as a form of collaborative work, involving both teachers and students; and fosters discussions during the implementation of teaching practices. This article aims to present an excerpt of the results of an investigation using Lesson Study conducted in Brazil, simultaneously with the University of Worcester. The analysis indicated the resources and strategies suggested by the professors during the realization of a cycle of the Lesson Study approach. The study concluded that the opportunity to research in a university context increased the understanding of inclusive education among the involved agents. Keywords: Higher education. Teacher training. School inclusion.Universidade Estadual de Ponta Grossa2023-04-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2130610.5212/PraxEduc.v.18.21306.029Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-12Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-12Práxis Educativa; V. 18 (2023): Publicação contínua; 1-12Práxis Educativa; v. 18 (2023): Publicação contínua; 1-121809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGengporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/21306/209209217523https://revistas.uepg.br/index.php/praxiseducativa/article/view/21306/209209217581Copyright (c) 2023 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Jáima Pinheiro deBracken, SeánNakano, NataliaDart, Gareth2023-05-22T13:45:24Zoai:uepg.br:article/21306Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-05-22T13:45:24Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors
Lesson study como práctica pedagógica en la educación superior desde una perspectiva inclusiva: estrategias y recursos indicados por los profesores
Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors
title Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors
spellingShingle Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors
Oliveira, Jáima Pinheiro de
title_short Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors
title_full Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors
title_fullStr Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors
title_full_unstemmed Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors
title_sort Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors
author Oliveira, Jáima Pinheiro de
author_facet Oliveira, Jáima Pinheiro de
Bracken, Seán
Nakano, Natalia
Dart, Gareth
author_role author
author2 Bracken, Seán
Nakano, Natalia
Dart, Gareth
author2_role author
author
author
dc.contributor.author.fl_str_mv Oliveira, Jáima Pinheiro de
Bracken, Seán
Nakano, Natalia
Dart, Gareth
description Lesson Study as a strategy for inclusive pedagogical practices has been used in some countries as a form of collaborative work, involving both teachers and students; and fosters discussions during the implementation of teaching practices. This article aims to present an excerpt of the results of an investigation using Lesson Study conducted in Brazil, simultaneously with the University of Worcester. The analysis indicated the resources and strategies suggested by the professors during the realization of a cycle of the Lesson Study approach. The study concluded that the opportunity to research in a university context increased the understanding of inclusive education among the involved agents. Keywords: Higher education. Teacher training. School inclusion.
publishDate 2023
dc.date.none.fl_str_mv 2023-04-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/21306
10.5212/PraxEduc.v.18.21306.029
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/21306
identifier_str_mv 10.5212/PraxEduc.v.18.21306.029
dc.language.iso.fl_str_mv eng
por
language eng
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/21306/209209217523
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dc.rights.driver.fl_str_mv Copyright (c) 2023 Práxis Educativa
https://creativecommons.org/licenses/by/4.0
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rights_invalid_str_mv Copyright (c) 2023 Práxis Educativa
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-12
Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-12
Práxis Educativa; V. 18 (2023): Publicação contínua; 1-12
Práxis Educativa; v. 18 (2023): Publicação contínua; 1-12
1809-4309
1809-4031
reponame:Práxis Educativa (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
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reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
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