Lesson Study, a methodology to reconstruct knowledge

Abstract

Education is constantly looking for methodological alternatives to improve the teaching-learning process with the aim of improving the training of future generations of citizens. Among these alternatives is the Lesson Study methodology. The aim of this essay is to analyse the importance of the Lesson Study methodology in the practical reconstruction of the teacher's knowledge of the teaching-learning process; for this purpose, a literature review was carried out based on the analytical-synthetic, hermeneutic and historical-logical methods and documentary analysis. Among the main findings we can mention that this methodology is a process of improvement of educational practice and the process of pedagogical research, focused on student learning, since it contributes to the understanding of the teaching-learning process and seeks the positive modification of the way in which teaching is carried out, which has an impact on the quality of student learning. One of its benefits is the practical reconstruction of the teacher's knowledge of the teaching-learning process as a consequence of a regular and systematic cooperative and critical study of teaching practice