Aspects of Professional Collaboration in a Lesson Study

Adriana Richit; João Pedro da Ponte; Ana Paula Tomasi

doi:10.29333/iejme/10904

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

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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

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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

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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).

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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