Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors

Abstract

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.