Professional Collaboration among Elementary School Teachers in Lesson Study

Authors

https://doi.org/10.17583/redimat.14337

Keywords:


Downloads

Abstract

Professional teacher collaboration, a fundamental characteristic of lesson study, has been pointed out as a principle of teacher personal and professional growth. This article aims to describe and analyze the development of professional collaboration in a lesson study, highlighting the main stages of this process. The investigation involved six elementary school teachers of Brazilian public schools, in planning, observing, and reflecting on a lesson on the curriculum topic of length measure at grade 4. The participants worked collaboratively planning a lesson about this topic. The methodology is qualitative, with data collected by records and field notes of sessions, conversations, and interviews. The analyses pointed out three remarkable stages of the development of professional collaboration, which constituted the categories of analysis: recognition of collaboration, development of collaboration, and valuing collaboration. The results show that the professional collaboration that developed during the lesson study was facilitated by the dynamics of the different steps of this process and, especially, by the relationship between participants and teacher educators. Collaboration emerged from the activities of planning, teaching, observing, and reflecting on the lesson, and was valued given the encouragement and strengthening of the group insofar as teachers felt confident, encouraged, and welcomed in the group.

Downloads

Download data is not yet available.

Author Biographies

João Pedro da Ponte, Universidade de Lisboa

Universidade de Lisboa

Mauri Luís Tomkelski, Universidade de Lisboa

Doutorado em Educação, Especialidade em Didática das Ciências pela Universidade de Lisboa, Portugal

Mestrado em Ensino de Ciências e Matemática pela UFN, Brasil.

Membro do Grupo de Estudos e Pesquisa em Matemática e Tecnologias - GEPEM@T

References

Burroughs, E. & Luebeck, J. (2010). Pre-service teachers in mathematics lesson study. The Montana Mathematics Enthusiast, 7(2/3), 391-400. https://doi.org/10.54870/1551-3440.1196

Google Scholar Crossref

Boavida, A.M. & Ponte, J.P. (2002). Investigação colaborativa: Potencialidades e problemas [Collaborative research: Potential and issues]. In GTI (Ed.), Reflectir e investigar sobre a prática profissional (pp.43-55). APM.

Google Scholar Crossref

Borges, M.P.A. (2007). Professores: Imagens e auto-imagens [Teachers: Images and selfimages]. Doctoral Thesis, Instituto de Educação, Universidade de Lisboa, Lisboa.

Google Scholar Crossref

Borko, H. & Potari, D. (2020). Teachers of mathematics working and learning in collaborative groups (Proceedings of The Twenty-Fifth ICMI Study), Lisboa. Available at http://icmistudy25.ie.ulisboa.pt

Google Scholar Crossref

Breda, A., Hummes, V. B., Silva, R. S., & Sánchez, A. (2021). The role of the phase of teaching and observation in the lesson study methodology. BOLEMA Boletim de Educação Matemática, 35(69), 263-288. https://doi.org/10.1590/ 1980-4415v35n69a13

Google Scholar Crossref

Calle, E., Breda, A., & Font, V. (2022). The complexity of the notion to teach in the assessment of the pre-professional practice of future Ecuadorian mathematics teachers. REDIMAT Journal of Research in Mathematics Education, 11(3), 218-249. https://doi.org/10.17583/redimat.10986

Google Scholar Crossref

Canavarro, A.P. (2011). Ensino exploratório da Matemática: Práticas e desafios. Educação e Matemática, 115, 11-17. https://em.apm.pt/index.php/em/article/view/1982

Google Scholar Crossref

Denzin, N.K. & Lincoln, Y.S. (1989). Handbook of qualitative research. Newbury Park.

Google Scholar Crossref

Dubar, C. (1997). A socialização: Construção das identidades sociais e profissionais [Socialization: Construction of social and professional identities]. Porto Editora.

Google Scholar Crossref

Erickson, F. (1986). Qualitative methods in research on teaching. In M.C. Wittrock (Eds), Handbook of research on teaching (pp.119-16). Macmillan.

Google Scholar Crossref

Fiorentini, D., Honorato, A. H. A., & Paula, A. P. M. (2023). Experiências de Aprendizagem Docente na Gestão Colaborativa do Ensino-aprendizagem de Matemática baseado em Tarefas Exploratórias. Perspectivas da Educação Matemática, 16(42), 1-30. https://doi.org/10.46312/pem.v16i42.18404

Google Scholar Crossref

Fialho, I. & Sarroeira, L. (2012). Cultura profissional dos professores numa escola em mudança [Professional culture of teachers in a changing school]. Educação: Temas e problemas, 9. http://hdl.handle.net/10174/8187

Google Scholar Crossref

Goetz, J. P. & LeCompte, M. D. (1984). Ethnography and qualitative design in educational research. Academic Press.

Google Scholar Crossref

Goulet, L. & Aubichon, B. (1997). Learning collaboration: Research in a First Nations teacher education program. In: H. Christiansen, L. Goulet, C. Krentz, & M. Maeers (Eds), Recreating relationships: Collaboration and educational reform (pp.115-127). State University of New York Press.

Google Scholar Crossref

Hargreaves, A. (1998). Professores em tempo de mudança: O trabalho e a cultura dos professores na idade pós-moderna [Teachers in changing times: The work of teachers in the postmodern age]. McGraw-Hill.

Google Scholar Crossref

Hargreaves, A. & O’Connor, M. (2018). Collaborative professionalism: When teaching together means learning for all. Sage.

Google Scholar Crossref

Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement.

Google Scholar Crossref

Huang, R. & Shimizu, Y. (2016). Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: An international perspective. ZDM Mathematics Education, 48, 393-409. https://doi.org/10.1007/s11858-016-0795-7

Google Scholar Crossref

Lewis, C., Perry, R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal Mathematics Teaching Education, 12, 285-304. https://doi.org/10.1007/s10857-009-9102-7

Google Scholar Crossref

Lewis, J. M., Fischman, D., Riggs, I., & Wasserman, K. (2013). Teacher Learning in Lesson Study. The Mathematics Enthusiast, 10(3), 583-620

Google Scholar Crossref

Lima, J.A. (2002). Culturas colaborativas nas escolas: Estruturas, processos e conteúdos [Collaborative cultures in schools: Structures, processes and contents]. Porto Editora.

Google Scholar Crossref

Marcelo, C. (2009). Desenvolvimento profissional docente: Passado e futuro. Sísifo-Revista de Ciências da Educação, 8, 7-19. http://sisifo.ie.ulisboa.pt/index.php/sisifo/article/view/130

Google Scholar Crossref

Miyakawa, T. & Winsløw, C. (2009). Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation. Educational Studies in Mathematics, 72, 99-218. https://doi.org/10.1007/s10649-009-9188-y

Google Scholar Crossref

Morris, J.C. & Miller-Stevens, K. (2016). Advancing collaboration theory: models, typologies, and evidence. Routledge.

Google Scholar Crossref

Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L.C. Hart, A. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education: Learning together (pp. 1-12). Springer.

Google Scholar Crossref

Ponte, J. P., Mata-Pereira, J., & Henriques, A. (2012). O raciocínio matemático nos alunos do ensino básico e do ensino superior. Praxis Educativa, 7(2), 355-377. https://doi.org/10.5212/PraxEduc.v7.i2.003

Google Scholar Crossref

Ponte, J. P., Quaresma, M., Mata-Pereira, J., & Baptista, M. (2016). O estudo de aula como processo de desenvolvimento profissional de professores de matemática [Lesson study as a professional development process for mathematics teachers]. BOLEMA Boletim de Educação Matemática, 30(56), 868-891. https://doi.org/10.1590/1980-4415v30n56 a01

Google Scholar Crossref

Quaresma, M., & Ponte, J. P. (2021). Developing collaborative relationships in lesson studies. PNA Revista de Investigación en Didáctica de la Matemática, 15(2), 93-107. https://doi.org/10.30827/pna.v15i2.16487

Google Scholar Crossref

Richit, A. (2023). Professional development of professors in lesson study. Educação Unisinos, 27, 1-20. https://doi.org/10.4013/edu.2023.271.20

Google Scholar Crossref

Richit, A. (2021). Desenvolvimento profissional de professores: um quadro teórico [Teacher professional development: A theoretical framework]. Research, Society and Development, 10(14), 1-15. https://doi.org/10.33448/rsd-v10i14.22247

Google Scholar Crossref

Richit, A. (2020). Estudos de Aula na Perspectiva de Professores Formadores. Revista Brasileira de Educação, 25(2), 1-24. https://doi.org/10.1590/S1413-24782020250044

Google Scholar Crossref

Richit, A., Agranionih, N. T., Zimer, T. B., & Neves, R. B. (2024). Professional collaboration in a lesson study with university mathematics professors. International Electronic Journal of Mathematics Education, 19(2), em0772. https://doi.org/10.29333/iejme/14290

Google Scholar Crossref

Richit, A., & Ponte, J. P. (2017). La colaboración docente en estudios de clase en la perspectiva de profesores participantes [Teaching collaboration in lesson studies from the perspective of participating teachers]. Paradigma (Maracay), 38(1), 330-352. https://dialnet.unirioja.es/servlet/articulo?codigo=7302923&orden=0&info=link

Google Scholar Crossref

Richit, A., Ponte, J. P., & Tomasi, A. P. (2021). Aspects of professional collaboration in a lesson study. International Electronic Journal of Mathematics Education, 16(2), em0637. https://doi.org/10.29333/iejme/10904

Google Scholar Crossref

Richit, A., Ponte, J. P., & Tomkelski, M.L. (2020). Desenvolvimento da prática colaborativa com professoras dos anos iniciais em um estudo de aula [The Development of Elementary School Teachers’ Collaborative Practice in a Lesson Study]. Educar em Revista, 36, 1-24. https://doi.org/10.1590/0104-4060.69346

Google Scholar Crossref

Richit, A., & Tomkelski, M. L. (2022). Meanings of mathematics teaching forged through reflection in a lesson study. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2151. https://doi.org/10.29333/ejmste/12325

Google Scholar Crossref

Robinson, N. & Leikin, R. (2012). One teacher, two lessons: The lesson study process. International Journal of Science and Mathematics Education, 10, 139-161. https://doi.org/10.1007/s10763-011-9282-3

Google Scholar Crossref

Robutti, O., Cusi, A., Clark-Wilson, A., Jaworski, B., Chapman, O., Esteley, C., Goos, M., Isoda, M., & Joubert, M. (2016). ICME international survey on teachers working and learning through collaboration. ZDM Mathematics Education, 48, 651-690. https://doi.org/10.1007/s11858-016-0797-5

Google Scholar Crossref

Stigler, J. & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. The Free Press.

Google Scholar Crossref

Soto, M., Gupta, D., Dick, L. & Appelgate, M. (2019). Bridging distances: Professional development for higher education faculty through technology-facilitated lesson study. Journal of University Teaching & Learning Practice, 16(3). https://doi.org/10.53761/1.16.3.7

Google Scholar Crossref

Takahashi, A. & McDougal, T. (2016). Collaborative lesson research: Maximizing the impact of lesson study. ZDM Mathematics Education, 48, 513-526. https://doi.org/10.1007/s11858-015-0752-x

Google Scholar Crossref

Teixeira, M. (1995). O professor e a escola: Perspectivas organizacionais. McGraw Hill.

Google Scholar Crossref

Xu, H. & Pedder, D. (2015). Lesson study: An international review of the research. In P. Dudley (Ed.), Lesson study: Professional learning for our time (pp. 29-58). Routledge.

Google Scholar Crossref

Wake, G., Swan, M., & Foster, C. (2016). Professional learning through the collaborative design of problem-solving lessons. Journal Mathematics Teaching and Education, 19, 243-260. https://doi.org/10.1007/s10857-015-9332-9

Google Scholar Crossref

Warwick, P., Vrikki, M., Vermunt, J.D., Mercer, N., & Halem, N. (2016). Connecting observations of student and teacher learning: an examination of dialogic processes in lesson study discussions in mathematics. ZDM Mathematics Education, 48, 555-569. https://doi.org/10.1007/s11858-015-0750-z

Google Scholar Crossref

Downloads

Published

2024-06-21

Almetric

Dimensions

Issue

Section

Articles