Lesson study as a pedagogical practice in higher education from an inclusive perspective

Strategies and Resources Indicated by Professors

Bibliographic Data

ID3949503
AuthorsJáima Pineiro De Oliveira (0000-0002-0156-3804, Universidade Federal de Minas Gerais), Seán Bracken (0000-0002-3417-4899, University of Worcester), Natalia Nakano (0000-0002-3217-2515, Instituto Brasileiro de Informação em Ciência e Tecnologia), Gareth Dart (0000-0003-0630-9570, University of Worcester)
Year2023
Volume18
Pages1-12
Publication date2023-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.18.21306.029
OpenAlexW4367459886
LanguageEN
References cited8

Lesson Study as a strategy for inclusive pedagogical practices has been used in some countries as a form of collaborative work, involving both teachers and students; and fosters discussions during the implementation of teaching practices. This article aims to present an excerpt of the results of an investigation using Lesson Study conducted in Brazil, simultaneously with the University of Worcester. The analysis indicated the resources and strategies suggested by the professors during the realization of a cycle of the Lesson Study approach. The study concluded that the opportunity to research in a university context increased the understanding of inclusive education among the involved agents

Geography · Lesson Study · Mathematics education · Pedagogy · Professional development · Social science · Sociology · Computer Science · Education Pedagogy and Practices · Engineering · Psychology

Tools

Open DOIOpen Access