Work

Stepping up from an experienced teacher to a lesson study facilitator

Year: 2025

Type: conference-paper

Abstract: In this paper, we aim to understand how an experienced teacher, Vanda, who had already participated in two LS, has an initial experience as a lesson study facilitator. She was challenged to facilitate LS by a more experienced facilitator, who was alongside with her all the LS sessions. The two facilitators worked collaboratively to prepare the LS. Data collection included participant observation, with audio recordings of the preparation and LS sessions, and audio recordings of semistructured interviews before and after the LS and included document collection. The results show how the dimensions of resources, orientations, goals and identity (ROGI framework) interplay in framing Vanda's concerns and practices as a novice facilitator.

Source: HAL (Le Centre pour la Communication Scientifique Directe)

Authors: Gomes, Paula, Martins, Micaela, Quaresma, Marisa, Rodrigues, Bruna, da Ponte, João, Pedro

Institutions: Universidade Politécnica de Setúbal, Autonomous University of Lisbon

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: Fundação para a Ciência e a Tecnologia

Awards: Unidade de Investigação e Desenvolvimento em Educação e Formação, G5462408098, G6997658380