Professional Learning of Elementary School Teachers in Lesson Study

Abstract

Background: Professional learning, conceived as a dimension of teacher professional development, has gained momentum in the last decade due to the global dissemination of a Japanese-origin training process, jugyō kenkyū, translated into Portuguese as estudo de aula (lesson study). Objective: To highlight and discuss the professional learning of elementary school teachers developed through lesson study. Design: Interpretative qualitative research based on content analysis. Setting and Participants: The study involved a lesson study conducted with five early elementary school teachers from a public school in southern Brazil. Data Collection and Analysis: Data were collected through a questionnaire administered to the teachers at the beginning of the lesson study, audio recordings of the sessions, and interviews at the end of the process. The empirical material consisted of researchers’ field notes and transcriptions of the interviews and sessions. Results: Lesson study provides a context for teachers to engage in professional learning regarding the connection between theory and practice and creative mathematics. Conclusion: By promoting professional learning, lesson study contributes to teachers’ professional development, enables changes in classroom practice, and thus fosters student learning.