The potential of Lesson Study project as a tool for dealing with dilemmas in university teaching

Abstract: ABSTRACT: Purpose: The purpose of this paper is to demonstrate the potential of Lesson Study (LS) as a tool for dealing with dilemmas in university teaching. Design/methodology/approach: This paper is the result of a LS project which was developed over two academic years (2015-2016 and 2016-2017) in the Faculties of Education and Teacher Training at the Universities of Cantabria and Oviedo (Spain). The research asked the question "How can better learning be achieved?" The starting point for the research methodology was the identification and analysis of teaching dilemmas. The whole process was based on the triangulation of perspectives through the collection of data using techniques such as peer observation, focus groups, interviews, and the writing of the Teacher's final report. The methodology the authors used was inspired by the Student Voice "movement". Findings: The findings show that the potential of LS methodology for professional development in higher education is very promising, enabling teachers to deal with the questions raised by practice collaboratively, broaden their professional knowledge, introduce improvements, and establish new ways of understanding the teaching profession based on a collegial approach. Originality/value: LS methodology is beginning to be known in Spain. Developments have only taken place very recently and there are still few experiences within the university context. It is not common practice for teaching in higher education to become a public space for reflection and research breaking from the traditional isolation between teachers and incorporating the voices of students.

 Autoría: Calvo, A., Braga Blanco, G.M., Fueyo, A.

 Fuente: International Journal for Lesson and Learning Studies, Vol. 7 Issue: 2, pp.124-135

Editorial: Emerald Group

 Año de publicación: 2018

Nº de páginas: 12

Tipo de publicación: Artículo de Revista

DOI: 10.1108/IJLLS-12-2017-0056

ISSN: 2046-8253,2046-8261

Url de la publicación: 10.1108/IJLLS-12-2017-0056