Professional Collaboration among Elementary School Teachers in Lesson Study

• Richit, Adriana ^[1] ; da Ponte, João Pedro ^[2] ; Tomkelski, Mauri Luís ^[2]
  1. [1] Universidade Federal da Fronteira Sul

     Universidade Federal da Fronteira Sul

     Brasil

     
  2. [2] Universidade de Lisboa

     Universidade de Lisboa

     Socorro, Portugal

     
• Localización: REDIMAT, ISSN-e 2014-3621, Vol. 13, Nº. 2, 2024 (Ejemplar dedicado a: June), págs. 111-131
• Idioma: inglés
• DOI: 10.17583/redimat.14337
• Títulos paralelos:
  • Colaboración Profesional entre Maestras de Escuela Primaria en Estudio de Clases
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La colaboración profesional, una característica fundamental de lo estudio de clases, ha sido señalada como un principio del crecimiento personal y profesional de los docentes. Este artículo tiene como objetivo describir y analizar el desarrollo de la colaboración profesional en un estudio de clases. La investigación involucró a seis profesores de enseñanza primaria de escuelas públicas brasileñas, en la planificación, observación y reflexión sobre una lección sobre el tema curricular de la medida de la longitud en el 4º grado. Los participantes trabajaron en colaboración planificando una lección sobre este tema. La metodología es cualitativa, con datos recolectados por registros y notas de campo de sesiones, conversaciones y entrevistas. Los análisis señalaron tres etapas notables en el desarrollo de la colaboración profesional: reconocimiento de la colaboración, desarrollo de la colaboración y valoración de la colaboración. La colaboración profesional que se desarrolló durante el estudio de clases se vio facilitada por la dinámica de las diferentes etapas de este proceso y, especialmente, por la relación entre los participantes y los formadores de docentes, y se valoró dado el estímulo y fortalecimiento del grupo en la medida en que los profesores se sintieron seguros, animados y acogidos en el grupo.

  • English

    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.

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