Aspects of Professional Collaboration in a Lesson Study

Adriana Richit; João Pedro da Ponte; Ana Paula Tomasi

doi:10.29333/iejme/10904

Full Text (PDF)

Adriana Richit ¹ ² ^* , João Pedro da Ponte ² , Ana Paula Tomasi ³

More Detail

¹ Universidade Federal da Fronteira Sul – UFFS, BRAZIL² Instituto de Educação, Universidade de Lisboa, PORTUGAL³ Universidade Federal da Fronteira Sul - UFFS, BRAZIL^* Corresponding Author

Abstract

We examine aspects of professional collaboration in a lesson study conducted with mathematics teachers from the final years of basic education belonging to public schools in the State of Rio Grande do Sul, Brazil. The lesson study, conceived as a professional development approach focused on collaboration and reflection, took place in the 2nd semester of the 2019 school year, organized in 12 meetings of 2.5 hours each, and involved 8 tenured teachers in schools belonging to the 15th Regional Education Coordination of that State. The empirical material of the study consisted of the field notes produced at each meeting of the lesson study, the data from an initial questionnaire administered to the teachers, as well as the transcription of the audio recordings of the interviews with the participants and of the sessions of the lesson study. The qualitative and interpretative analysis showed that the dynamics of the lesson study enhanced several basic aspects of collaboration, namely mutual encouragement and support, cooperation and shared reflection.

Keywords

professional collaboration
lesson study
professional development
professional culture

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 16, Issue 2, May 2021, Article No: em0637

https://doi.org/10.29333/iejme/10904

Publication date: 15 May 2021

Article Views: 2207

Article Downloads: 1763

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Bardin, L. (2003). Análise de conteúdo [Content analysis]. Edições 70.
Boavida, A. M., & Ponte, J. P. (2002). Investigação colaborativa: Potencialidades e problemas [Collaborative research: Potentials and problems]. In GTI (Ed., Reflectir e investigar sobre a prática profissional (pp. 43-55). APM.
Borges, M. P. A. (2007). Professores: Imagens e auto-imagens [Teachers: Images and self-images] (Doctoral dissertation in Education, Universidade de Lisboa, Faculdade de Ciências).
Burroughs, E., & Luebeck, J. (2010). Pre-service teachers in mathematics lesson study. The Montana Mathematics Enthusiast, 7(2/3), 391-400.
Day, C. (1999) Professional development and reflective practice: Purposes, processes and partnerships. Pedagogy, Culture & Society, 7(2), 221-233. https://doi.org/10.1080/14681369900200057
Day, C. (2001). Desenvolvimento profissional de professores: Os desafios da aprendizagem permanente [Teacher professional development: The challenges of lifelong learning]. Porto Publisher.
Feixas, M. (2004). La influencia de factores personales, institucionales y contextuales en la trayectoria y el desarrollo docente de los profesores universitarios [The influence of personal, institutional and contextual factors on the trajectory and teaching development of university professors]. Educar, 33, 31-59. https://doi.org/10.5565/rev/educar.260
Guskey, T. (1997). Research needs to link professional development and student learning. Journal of Staff Development, 18(2), 36-40.
Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381-391. https://doi.org/10.1080/135406002100000512
Guskey, T., & Huberman, M. (1995). Professional development in education: New paradigms and practices. Teacher College Press.
Hargreaves, A. (1998). Os professores em tempos de mudança [Teachers in times of change]. McGraw–Hill.
Isoda, M. (2007). Una breve historia del estudio de clases de matemáticas en Japón: Dónde comenzó el estudio de clases y qué tan lejos ha llegado [A Brief History of the Study of Mathematics Classes in Japan: Where the Study of Classes Started and How Far It Has Come]. In M. Isoda, A. Arcavi, & M. A. Lorca (Eds.), El Estudio de Clases Japonés em matemáticas: Su importancia para el mejoramiento de los aprendizajes en el escenario global (pp. 33-39). Ediciones Universitarias de Valparaíso.
Lee, I. (2008). Fostering preservice reflection through response journals. Teacher Education Quarterly, 35(1), 117-139. https://www.jstor.org/stable/i23478939
Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Research for Better Schools.
Lima, J.A. (2002). Culturas colaborativas nas escolas: Estruturas, processos e conteúdos [Collaborative cultures in schools: Structures, processes and contents]. Porto Publisher.
Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L. C. Hart, A. S. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 1-12). Springer. https://doi.org/10.1007/978-90-481-9941-9_1
Perrenoud, P. (2002). A prática reflexiva no ofício do professor: Profissionalização e razão pedagógica [Reflective practice in the teacher’s profession: Professionalization and pedagogical reason]. Artmed.
Ponte, J. P., Quaresma, M., Mata-Pereira, J., & Baptista, M. (2016). O estudo de aula como processo de desenvolvimento profissional de professores de matemática [Lesson study as a professional development process for mathematics teachers]. Bolema, 30(56), 868-891. https://doi.org/10.1590/1980-4415v30n56a01
Richit, A. (2020). Estudos de aula na perspectiva de professores formadores [Lesson study from the perspective of teacher educators]. Revista Brasileira de Educação, 25(2), 1-24. https://doi.org/10.1590/s1413-24782020250044
Richit, A., & Ponte, J. P. (2019). A colaboração profissional em estudos de aula na perspectiva de professores participantes [Professional collaboration in lesson study from the perspective of participating teachers]. BOLEMA, 33(64), 937-962. https://doi.org/10.1590/1980-4415v33n64a24
Richit, A., & Ponte, J. P. (2020). Conhecimentos profissionais evidenciados em estudos de aula na perspectiva de professores participantes [Professional knowledge evidenced in lesson study from the perspective of participating teachers]. Educação em Revista, 36(59), 1-29. https://doi.org/10.1590/0102-4698190699
Richit, A., & Tomkelski, M. L. (2020). Aprendizagens profissionais de professores de matemática do ensino médio no contexto dos estudos de aula [Professional learning of high school mathematics teachers in the context of lesson study]. Acta Scientiae, Revista de Ensino de Ciências e Matemática, 22(3), 2-27.
Richit, A., Ponte, J. P., & Tomkelski, M. L. (2020). Desenvolvimento da prática colaborativa com professoras dos anos iniciais em um estudo de aula [Development of collaborative practice with teachers from the early years in a lesson study]. Educar em Revista, 36(2/3), 1-24. https://doi.org/10.1590/0104-4060.69346
Richit, A., Ponte, J., & Tomkelski, M. (2019). Estudos de aula na formação de professores de matemática do ensino médio [Lesson study in the formation of high school mathematics teachers]. Revista Brasileira Estudos Pedagógicos, 100(254), 54-81. https://doi.org/10.24109/2176-6681.rbep.100i254.3961
Roldão, M. C. (2006). Currículo e natureza profissional do conhecimento dos professores: focagem ou difusão? [Curriculum and professional nature of teachers’ knowledge: focus or diffusion]. In Actas do Colóquio Luso-brasileiro sobre Questões Curriculares, Braga.
Roldão, M. C. (2007). Colaborar é preciso: Questões de qualidade e eficácia no trabalho dos professores [Collaborating is necessary: Issues of quality and effectiveness in the work of teachers]. Noesis, 71, 24-29.
Saraiva, M., & Ponte, J. P. (2003). O trabalho colaborativo e o desenvolvimento profissional do professor de Matemática [The collaborative work and professional development of the mathematics teacher]. Quadrante, 12(2), 25-52.
Thurler, M. G. (2001). Inovar no interior da escola [Innovate inside the school]. Artmed.
Tomasi, A. P. (2020). Aspectos da colaboração profissional docente mobilizados em um estudo de aula no contexto brasileiro [Aspects of professional teaching collaboration mobilized in a classroom study in the Brazilian context] (Master’s thesis in Education, Universidade Federal da Fronteira Sul, Chapecó, Brazil).

How to cite this article

APA

Richit, A., da Ponte, J. P., & Tomasi, A. P. (2021). Aspects of Professional Collaboration in a Lesson Study. International Electronic Journal of Mathematics Education, 16(2), em0637. https://doi.org/10.29333/iejme/10904

Vancouver

Richit A, da Ponte JP, Tomasi AP. Aspects of Professional Collaboration in a Lesson Study. INT ELECT J MATH ED. 2021;16(2):em0637. https://doi.org/10.29333/iejme/10904

AMA

Richit A, da Ponte JP, Tomasi AP. Aspects of Professional Collaboration in a Lesson Study. INT ELECT J MATH ED. 2021;16(2), em0637. https://doi.org/10.29333/iejme/10904

Chicago

Richit, Adriana, João Pedro da Ponte, and Ana Paula Tomasi. "Aspects of Professional Collaboration in a Lesson Study". International Electronic Journal of Mathematics Education 2021 16 no. 2 (2021): em0637. https://doi.org/10.29333/iejme/10904

Harvard

Richit, A., da Ponte, J. P., and Tomasi, A. P. (2021). Aspects of Professional Collaboration in a Lesson Study. International Electronic Journal of Mathematics Education, 16(2), em0637. https://doi.org/10.29333/iejme/10904

MLA

Richit, Adriana et al. "Aspects of Professional Collaboration in a Lesson Study". International Electronic Journal of Mathematics Education, vol. 16, no. 2, 2021, em0637. https://doi.org/10.29333/iejme/10904