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ERIC Number: EJ1448991
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2046-8253
EISSN: N/A
Available Date: N/A
Contributions of Lesson Study to the Reconstruction of Teachers' Practical Knowledge within a Virtual Setting Context. Case Study at Universidad Nacional de Educación (Ecuador)
International Journal for Lesson and Learning Studies, v13 n4 p323-339 2024
Purpose: This article examines the training of nine practising teachers and the development of their practical thinking through Lesson Study (LS) at Universidad Nacional de Educación (UNAE). The study therefore aims to describe and understand how this group of teachers might reconstruct their practical knowledge while engaging in the LS experience in a virtual setting. Design/methodology/approach: A case study was conducted with (virtual) field immersion, qualitatively collecting and analysing data through observations, interviews, a focus group and written outputs. Findings: Reconstructions and reinforcements were evident in each of the five dimensions of practical thinking (Soto et al., 2019; Pérez-Gómez, 2022) and in certain knowledge and values, in addition to various skills, attitudes and emotions. The main findings of the study relate to the importance of planning to avoid improvisation, viewing the teaching methodology as a flexible process, developing student autonomy, understanding and managing technological and digital tools and being prepared for uncertain situations. Originality/value: It is understood that Lesson Study is a strategy that strengthens and enhances understanding of teachers' knowledge, even in the virtual context and should therefore be considered for the ongoing professional development of teachers in Ecuador.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ecuador
Grant or Contract Numbers: N/A
Author Affiliations: N/A