Lesson study and practical thinking: a case study in Spain
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 21 June 2013
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
Keywords
Citation
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/10.1108/20468251311323379
Publisher
:Emerald Group Publishing Limited
Copyright © 2013, Emerald Group Publishing Limited