Learning and developing during lesson study through professional conversations

Abstract

Lesson study is a collaborative practice recognised as a useful approach for teachers’ learning; however, we barely find studies analysing its practice amongst higher education faculty members. This research does so, studying the content of their conversations, that reveal the learning opportunities that lesson study opens. Content analysis shows that the participants learnt through descriptive and interpretative learning, making explicit their ideas about the lesson and emphasising them over their thoughts about the students. Results also indicate that the participants have room to increase their attention on the students and their disputational talk, with the help of a knowledgeable other.