Incorporating students’ voices in the ‘Lesson Study’ as a teacher-training and improvement strategy for inclusion / La incorporación de la voz del alumnado a la ‘Lesson Study’ como estrategia de formación docente y mejora para la inclusión

Dados Bibliográficos

ID12486273
AutoresCecilia Simon Rueda (0000-0002-1795-9109, Universidad Autónoma de Madrid, autor correspondente), Gerardo Echeita Sarrionandia (0000-0001-8682-5342, Universidad Autónoma de Madrid), Gerardo Echeita (Universidad Autónoma de Madrid), Marta Sandoval Mena (0000-0003-1931-1872, Universidad Autónoma de Madrid)
Ano2018
Volume30
Fascículo1
Páginas205-225
Data de publicação2018-01-02
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCulture and Education (JOURNAL)
Identificadores do periódicoISSN: 1135-6405 • E-ISSN: 1578-4118
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/11356405.2017.1416741
OpenAlexW2782792456
IdiomaES
Citações recebidas15
Referências citadas11

An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Study. Different phases in the action research are discussed, as are the dynamics used. The didactic experience focuses particularly on student participation. The results show the potential of the planning process to help student voices to be heard and taken into account as a way to improve teaching practice and reduce marginalization. Finally, we examine some lessons learned, including conditions and barriers that may limit these processes, as well as challenges

Action (physics · Action research · Art · Inclusion (mineral · Mathematics education · Pedagogy · Perspective (graphical · Process (computing · Training (meteorology · Computer Science · Education and Teacher Training · Education in Rural Contexts · Inclusive Education and Diversity · Psychology · Social Psychology