Lesson Study in Supervised Teaching Internship: Mathematics Student Teachers' Perspectives on Collaborative Practices
Keywords:
Supervised Teaching Internship, Lesson Study, Collaborative PracticeAbstract
This article aims to analyze the role of collaborative practices in the development of mathematical didactic knowledge of future teachers when they participate in Lesson Study during Supervised Curricular Internship (SCI). The qualitative and interpretative methodology employed instruments such as participant observation, field journals, audiovisual recordings, interviews, and document collection. Data were collected from two internship groups. In each group, a Lesson Study was conducted independently, involving twenty-eight future teachers, two supervising teachers, and the researcher. The results show that the future teachers spontaneously identified concepts and forms, the contributions of these practices in the context of SCI, and the inherent challenges of collaborative practices. It is concluded that Lesson Study based on collaboration fosters the development of mathematical didactic knowledge in a more significant way than individual formats, which are traditionally used in SCI activities.
Downloads
References
AMADOR, J. M.; CARTER, I. S. Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study. Journal of Mathematics Teacher Education, v. 21, p. 5-34, 2018.
ANGELINI, M. L.; ÁLVAREZ, N. Spreading lesson study in pre-service teacher instruction. International Journal for Lesson and Learning Studies, v. 7, n. 1, p. 23-36, 2018.
BALDRY, F.; FOSTER, C.. Lesson study partnerships in initial teacher education. In: Lesson study in initial teacher education: Principles and practices. Emerald Publishing Limited, p. 147-160, 2019.
BARREIRO, I. M. F.; GEBRAN, R. A.. Prática de ensino: elemento articulador da formação do professor. IN: BARREIRO, Iraíde Marques de Freitas, 2006.
BJULAND, R.; MOSVOLD, R. Lesson study in teacher education: Learning from a challenging case. Teaching and teacher education, v. 52, p. 83-90, 2015.
BOAVIDA, A. M.; PONTE, J. P. Investigação colaborativa: Potencialidades e problemas. Reflectir e investigar sobre a prática profissional, n. 1, p. 43-55, 2002.
BOGDAN, R.; BIKLEN, S. Investigação qualitativa em Educação: fundamentos, métodos e técnicas. Investigação qualitativa em educação. Portugal: Porto Editora, p. 15-80, 1994.
BRASIL, Lei nº 11.788, de 25 de setembro de 2008. Dispõe sobre o estágio de estudantes; altera a redação do art. 428 da Consolidação das Leis do Trabalho (CLT). Diário Oficial da União, Brasília, DF, 26 set. 2008. Disponível em https://www.planalto.gov.br/ccivil_03/_ato2007-2010/2008/lei/l11788.htm. Acesso em: 25 abr. 2025.
CAVANAGH, M. S.; GARVEY, T. A professional experience learning community for pre-service secondary mathematics teachers. Australian Journal of Teacher Education (Online), v. 37, n. 12, p. 48-66, 2012.
CHESSELS, C.; MELVILLE, W. Collaborative, reflective and iterative Japanese lesson study in an initial teacher education program: Benefits and challenges. Canadian Journal of Education/Revue canadienne de l'éducation, v. 32, n. 4, p. 734-763, 2009.
CORCORAN, D. Learning from lesson study: Power distribution in a community of practice. Lesson study research and practice in mathematics education: Learning together, p. 251-267, 2011. .
CURI, E. A Formação Inicial de Professores para Ensinar Matemática: algumas reflexões, desafios e perspectivas. Rematec, v. 6, n. 9, p. 123-134, 2011.
ELIPANE, L. E. Towards the embodiment of competency standards: Incorporating the elements of Lesson Study in the pre-service mathematics teacher education in the Philippines. The Asia-Pacific Education Researcher, v. 21, n. 2, p. 365-374, 2012.
FUJII, T. Lesson study and teaching mathematics through problem solving: The two wheels of a cart. Mathematics lesson study around the world: Theoretical and methodological issues, p. 1-21, 2018.
GUNNARSDÓTTIR, G. H.; PÁLSDÓTTIR, G. Developing learning communities through lesson study. Theory and practice of lesson study in mathematics: an international perspective, p. 465-483, 2019.
HOURIGAN, M.; LEAVY, A.M. Learning from teaching: pre-service primary teachers’ perceived learning from engaging in formal Lesson Study. Irish Educational Studies, v. 38, n. 3, p. 283-308, 2019.
LEWIS, Jennifer M. Lesson study for preservice teachers. Theory and practice of lesson study in mathematics: An international perspective, p. 485-506, 2019.
MARTINS, M.; PONTE, J. P.; MATA-PEREIRA, J. Preparing, Leading, and Reflecting on Whole-Class Discussions: How Prospective Mathematics Teachers Develop Their Knowledge during Lesson Study. European Journal of Science and Mathematics Education, v. 11, n. 1, p. 33-48, 2023.
PARRILLA, A.; Gallego, C. Grupos de Apoyo entre professores: Uma experiência pioneira em la Provincia de Sevilla. Em Cuadernos de Pedagogia, 270 (junio), p 29-31
PIMENTA, S. G.; LIMA, M. S. L. Estágio e docência: diferentes concepções. Poíesis pedagógica, v. 3, n. 3 e 4, p. 5-24, 2006.
PONTE, J. P.; CHAPMAN, O. Prospective mathematics teachers' learning and knowledge for teaching. Handbook of international research in mathematics education, p. 275-296, 2016.
PONTE, J. P.; QUARESMA, M. Dinâmicas de reflexão e colaboração entre professores do 1. º ciclo num Estudo de Aula em Matemática. Bolema, 33 (63), 368-388 [em linha]. 2019.
PONTE, J. P. et al. O Estudo de Aula como processo de desenvolvimento profissional de professores de matemática. Bolema: Boletim de Educação Matemática, v. 30, n. 56, p. 868-891, 2016.
PONTE, J. P. Lesson studies in initial mathematics teacher education. International Journal for Lesson and Learning Studies, v. 6, n. 2, p. 169-181, 2017.
QUARESMA, M. A. F.; PONTE, J. P. Developing collaborative relationships in lesson study. PNA. Revista de Investigación en Didáctica de la Matemática, v. 15, n. 2, p. 93-107, 2021.
RICHIT, A.; PONTE, J. P. A colaboração profissional em estudos de aula na perspectiva de professores participantes. Bolema: Boletim de Educação Matemática, v. 33, p. 937-962, 2019.
RICHIT, A.; PONTE, J. P.; TOMKELSKI, M. L.. Desenvolvimento da prática colaborativa com professoras dos anos iniciais em um Estudo de Aula. Educar em Revista, v. 36, p. e69346, 2020.
RODRIGUES, C. Contribuição do estudo de aula para o desenvolvimento do conhecimento didático de futuros professores de matemática no estágio supervisionado. 2024, 380f. Tese (Doutora em Didática da Matemática) – Instituto de Educação, Universidade de Lisboa, 2024. Disponível em: https://repositorio.ulisboa.pt/handle/10400.5/98489 . Acesso em: 20 de abr de 2025.
RODRIGUES, C. O.; QUARESMA, M.; PONTE, J. P. Estudo de Aula no estágio curricular supervisionado: revelando crenças de futuros professores de matemática. Zetetike, v. 32, p. e024001-e024001, 2024.
SCHMIDT, M. L. S. Pesquisa participante: alteridade e comunidades interpretativas. Psicologia USP, v. 17, p. 11-41, 2006.
SUH, J. M.; FULGINITI, K. Situating the Learning" of Teaching: Implementing Lesson Study at a Professional Development School. School-University Partnerships, v. 5, n. 2, p. 24-37, 2012.
UTIMURA, G. Z.; BORELLI, S. S.; CURI, E. Lesson Study (Estudo de Aula) em diferentes países: uso, etapas, potencialidades e desafios. Educação Matemática Debate, v. 4, n. 10, p. 7, 2020.
WATANABE, T. Japanese Lesson Study in the United States. Journal of the International Society for design and Development in Education. V. 3, n. 11, p. 1-13, 2018.
YOSHIDA, M; JACKSON, W. C. Response to part V: Ideas for developing mathematical pedagogical content knowledge through lesson study. Lesson study research and practice in mathematics education: Learning together, p. 279-288, 2011.
Downloads
Published
Issue
Section
Categories
License
Copyright (c) 2025 Cleide Oliveira Rodrigues
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright for articles published in Educação Matemática em Revista - RS is held by the respective author(s), with first publication rights granted to the journal.
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
This license permits others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) for any purpose, even commercially, as long as appropriate credit is given to the original creation.
How to Cite
