Pedagogical potentialities of lesson study for the reconstruction of teachers’ dispositions

Abstract

Purpose

The purpose of this paper is to show the relationship between lesson study (LS) and the reconstruction of teacher dispositions (practical knowledge).

Design/methodology/approach

This work consists of an exhaustive qualitative study, analysis and interpretation of the practical knowledge of an infant school teacher before and after her participation in a training process based on LS.

Findings

This work offers a response to this resistance to change and to progress in education. It demonstrates the potentiality of LS for the transformation of schools in the twenty-first century and the construction of a reflected, shared, emerging pedagogical capital for teachers.

Originality/value

The analysis focusses on practical knowledge (knowledge-in-action, (Schön, 1998); implicit theories (Pozo, 2006; Marrero, 2009); phronesis (Kinsella and Pitman, 2012); tacit knowledge (Contreras and Pérez de Lara, 2010)) because in accordance with the latest theories deriving from cognitive neuroscience, most of the resources the authors use in their action come from unconscious mechanisms. Hence, the procedures and mechanisms of qualitative research have been used to carry out in-depth analysis through prolonged daily observation of practice under a series of previously established dimensions (knowledge, skills, attitudes, values and emotions).

Citation

Peña Trapero, N. and Pérez Gómez, Á.I. (2017), "Pedagogical potentialities of lesson study for the reconstruction of teachers’ dispositions", International Journal for Lesson and Learning Studies, Vol. 6 No. 1, pp. 66-79. https://doi.org/10.1108/IJLLS-09-2016-0029