Lesson study as an innovation process in the professional development of teachers who teach mathematics

Abstract

Lesson study is a teacher education process based on collaboration and reflection on teachers’ own practice and has been used for a very long time by Japanese teachers. In recent years, lesson study has emerged as an alternative approach to promote the professional development of teachers in many countries. The aim of this research is to study the perception of teachers who teach mathematics and recently participated in lesson studies about the innovation and relevance of this process of teacher professional development. To answer this aim, a qualitative and interpretative methodology was used. Data collection was carried out through semi-structured interviews with ten teachers who teach mathematics in public schools in Portugal, from preschool to secondary school. Data analysis was made using content analysis. The results indicate relevant and innovative aspects of lesson study, namely the collaboration, reflection, and research on one’s own practice, the focus on the students’ learning, and the promotion of a teaching approach with potential to contribute to the change of school culture. We conclude that the teachers consider lesson study as a relevant and innovative process for their professional development, both in the teaching practice dimension and in the organizational practice dimension.

Keywords
Lesson study; Teacher professional development; Innovation; Mathematics