Secondary School Mathematics Teachers’ Professional Learning in a Lesson Study

Abstract

Background: Lesson study is an innovative professional development process, originated from Japan, that is important to know if it may be applicable in other cultural contexts. Objective: This paper analyses professional learning of mathematic teachers involved in lesson study. Design: Qualitative and interpretative research, using participant observation. Setting and participants: The participants are seventeen mathematics teachers of secondary school at the teaching public network of Rio Grande do Sul State. Data collection and analysis: Research’s empirical material consist of field notes produced in the context of lesson study sessions, teachers’ textual productions systematized in their logbooks, audio recordings of the research lesson and debriefing session. Results: The results highlight that teachers’ participation in lesson study provided them professional learning related to deepening of the curricular content to teach at classroom, as well about teaching resources to teach mathematics topics and also about the collaborative work in the school context, the reflection on professional practices and about the teacher’s education approaches prevalent in the educative settings. Conclusions: The study suggests that lesson study is a powerful professional development process both regarding mathematics teaching and professional culture.