The purpose of this article is to explore lesson and learning study as a form of ongoing teacher training which allows teachers the opportunity to reconstruct their practical thinking.
This document begins with a theoretical introduction in which the author explains the nature and dimensions of practical thinking, its importance for the professional development of teachers, followed by the lesson studies themselves, outlining the case of a teacher involved in a research group based on this type of ongoing training.
With the subtle differences and changes proposed for the Spanish context, lesson studies can be a valuable tool in terms of encouraging reflection and the critical questioning of personal values, beliefs and assumptions about teaching, whilst also enabling the reconstruction of teachers’ practical knowledge, in particular their hidden beliefs, habits and emotions.
This article offers a new approach for lesson studies as a method of training which can improve practice through the reconstruction of the practical thinking of those involved.
Peña Trapero, N. (2013), "Lesson study and practical thinking: a case study in Spain", International Journal for Lesson and Learning Studies, Vol. 2 No. 2, pp. 115-136. https://doi.org/10.1108/20468251311323379Download as .RIS
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