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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/172189
Lesson study for the professional development of higher education faculty members
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[eng] Lesson study (LS) is a practice originating in Japan, central on the professional development of Japanese schoolteachers and internationally recognized given its value for teachers’ learning, training and professional development. LS has remained mainly conducted among primary and secondary teachers, with only a few studies exploring its put into practice by higher education (HE) faculty members since its internationalization from 1999. Also, previous research has revealed that misconceptions arise when LS is adopted outside of Japan—calling for further theoretical development to increase comprehension of the process—and different adjustment to its practice that require analysis. This research aims to fulfill the following goals: (1) examine and compare the training of novice HE faculty members at Catalan universities; (2) broaden the theoretical corpus of LS; (3) shed light on and examine any study in English language before 1999 clearly describing LS and analyze their bibliographic relevance; (4) systematically review earlier studies on LS among HE faculty members; (5) describe and analyze LS participants’ perceptions and experiences of the use and integration of video in LS; (6) describe and analyze LS participants’ perceptions and experiences of the use and integration of Content Representations (CoRes) in LS; (7) Analyze the learning paths that LS opens for HE faculty members; h) unveil and analyze how student-centered are the conversations of HE faculty members during LS; and (8) unveil and analyze the approach to teaching and learning and to their teaching role of HE faculty members during LS. In order to fulfill these nine goals (from 0 to 8), I conducted nine studies (a theoretical one, a documental one, a historical-documentary one, a systematic review, and five field studies through a multiple case study) and gathered data from diverse documentary sources, participant observation, audiovisual recording and semistructured interviews. As for the field work, it took place at the Campus of Bellvitge at the University of Barcelona, within the framework of a project named RIMDA and with a total of 12 health sciences HE faculty members. Results show that: (0) most Catalan public universities offer a program to train their novice faculty members with similar contents but relevant differences regarding their LS for the professional development of HE faculty members Gabriel Hervás Nicolás vi design, the required dedication and the origin of the facilitators; (1) viewing LS through the lens of complexity and understanding the role of emergence, the ecology of action, and joint reflection can allow teachers to gain a deeper understanding of this practice and to apply it more successfully; (2) contrary to what most literature on LS states, there are several studies before 1999 describing its practice to an international audience; (3) the put into practice of LS in HE evinces positive outcomes among the faculty members in relation to a greater attention to their students and to collaboration, but descriptive levels of reflection and management difficulties; (4) the use of video improves the ability to examine discourses, address more classroom situations with accuracy, gain perspective, and offer opinions, but affected behaviors and makes the LS process longer; (5) CoRes allow to organize ideas, consider more details, address new topics and engage in greater reflection during LS, but that the participants considered it a bothersome and timeconsuming instrument; (6) participants during LS emphasized the discussion and learning about the lesson over their instruction and their students, and learnt through descriptive learning processed rather than interpretative learning; (7) despite often connecting different themes with the students’ in-class engagement, participants’ conversations during LS had room to increase their attention on the students; (8) participants during LS—without educational training—shared conflicting pedagogical notions and had a narrow view of their role as teachers and their professional responsibilities. These multiple findings are discussed taking into consideration what literature on LS and faculty development point out, seeking to generate more informed LS processes (especially, in HE) and to assign a greater value to HE faculty development programs addressing the teaching practice.
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HERVÁS NICOLÁS, Gabriel. Lesson study for the professional development of higher education faculty members. [consulta: 2 de desembre de 2025]. [Disponible a: https://hdl.handle.net/2445/172189]