Difficulties and limitations in lesson study with mathematics teachers in Portugal: implications for future practice
Keywords:
Lesson Study, Challenges, Teachers’ professional development, Mathematics teacher educationAbstract
This article aims to understand, from the perspective of teachers who teach Mathematics, the main difficulties and limitations associated with participation in lesson study, and to analyse their implications for teacher education and professional development in this context. The research adopted a qualitative approach, involving semi-structured interviews with ten teachers from different educational levels who participated in lesson study during the 2021–2022 school year. Content analysis revealed that the difficulties experienced by teachers are mainly related to changes in teaching practice and tend to be overcome throughout the formative process, particularly through peer collaboration and the support of facilitators. In contrast, the identified limitations have a more structural nature, notably involving time management, the organisation of teachers’ work, and the conditions under which lesson study is implemented. Based on these findings, implications for future practices and for teachers’ professional development are discussed.
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