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Stepping up from an experienced teacher to a lesson study facilitator
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Orientador(es)
Resumo(s)
In this paper, we aim to understand how an experienced teacher, Vanda, who had already participated in two LS, has an initial experience as a lesson study facilitator. She was challenged to facilitate LS by a more experienced facilitator, who was alongside with her all the LS sessions. The two facilitators worked collaboratively to prepare the LS. Data collection included participant observation, with audio recordings of the preparation and LS sessions, and audio recordings of semistructured interviews before and after the LS and included document collection. The results show how the dimensions of resources, orientations, goals and identity (ROGI framework) interplay in framing Vanda's concerns and practices as a novice facilitator.
Descrição
Palavras-chave
Novice facilitator Lesson study Professional development
Contexto Educativo
Citação
Gomes, P., Martins, M., Quaresma, M., Rodrigues, B., & Ponte, J.P. (2025). Stepping up from an experienced teacher to a lesson study facilitator. In Bosch, M., Bolondi, G, Carreira, S., Spagnolo, C., & Gaidoschik, M. (Eds.). Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). (pp. 4505-4512). Free University of Bozen-Bolzano and ERME.