Implementação da metodologia Lesson Study em diversos contextos educacionais formais: padrões de sucesso e áreas de melhoria a partir de uma análise sistemática
DOI:
https://doi.org/10.35622/j.rie.2024.04.006Palavras-chave:
cooperação educacional, estudo de lições, formação de professores, inovação educacional, desempenho escolarResumo
A metodologia Lesson Study é reconhecida como uma ferramenta poderosa para fortalecer a prática docente e a aprendizagem em nível global. No entanto, sua eficácia depende da superação de barreiras culturais, estruturais e metodológicas. Por isso, é crucial investigar como e sob quais condições ela pode ser implementada com sucesso. Este estudo analisou a aplicação dessa metodologia em diversos contextos educacionais, identificando fatores-chave para seu sucesso e áreas críticas que requerem melhoria para otimizar seu impacto. O protocolo PRISMA foi seguido, e uma busca foi realizada nas bases de dados Scopus, Web of Science e ScienceDirect, selecionando publicações em inglês entre 2010 e 2024. Inicialmente, foram identificados 1979 recursos, que foram reduzidos a 39 artigos empíricos com a palavra-chave "Lesson Study" em seu título. Os principais achados indicam que essa metodologia é aplicada principalmente na formação inicial de professores e no desenvolvimento profissional. Entre as barreiras mais comuns estão a resistência à mudança e a falta de tempo e recursos. Por outro lado, a colaboração interdisciplinar, a integração de tecnologia e as adaptações curriculares são facilitadores-chave. Os impactos mais significativos incluem a melhoria do conhecimento pedagógico e disciplinar, a reflexão crítica docente, o aumento do desempenho acadêmico, a atenção às necessidades individuais e a promoção de aprendizagens significativas nos estudantes. Em conclusão, uma implementação adequada dessa metodologia promove a melhoria das estratégias de ensino, a aprendizagem dos estudantes e, consequentemente, a qualidade educacional.
Referências
Arii, Y. (2022). Percepciones de los equipos de liderazgo con respecto a la creación de conocimiento organizacional a través del estudio de lecciones: perspectivas desde el liderazgo híbrido de P. Gronn. Revista Internacional de Estudios de Lecciones y Aprendizaje, 11(3), 205-220. https://doi.org/10.1108/IJLLS-02-2022-0015 DOI: https://doi.org/10.1108/IJLLS-02-2022-0015
Baker, P., & Kenyon, C. (2022). Collaborative lesson study: A powerful tool for improving student learning in mathematics. International Journal for Lesson and Learning Studies, 12(1), 83–94. https://doi.org/10.1108/IJLLS-02-2022-0012
Bakker, C., de Vries, S., & de Glopper, K. (2023). Intercambio sobre la pedagogía de la materia durante el estudio de la clase en la formación inicial del profesorado. Revista Internacional de Estudios de Lecciones y Aprendizaje, 12(4), 301-314. https://doi.org/10.1108/IJLLS-04-2023-0034 DOI: https://doi.org/10.1108/IJLLS-04-2023-0034
Benedict, A. E., Williams, J., Brownell, M. T., Chapman, L., Sweers, A., & Sohn, H. (2023). Using lesson study to change teacher knowledge and practice: The role of knowledge sources in teacher change. Teaching and Teacher Education, 122, 103951. https://doi.org/10.1016/j.tate.2022.103951 DOI: https://doi.org/10.1016/j.tate.2022.103951
Calleja, J., & Formosa, L. (2020). Teacher change through cognitive conflicts: the case of an art lesson study. International Journal for Lesson & Learning Studies, 9(4), 383–395. https://doi.org/10.1108/ijlls-05-2020-0028 DOI: https://doi.org/10.1108/IJLLS-05-2020-0028
Cardoso, L., Da Ponte, J. P., & Quaresma, M. (2022). The development of pedagogical content knowledge of prospective primary teachers in a lesson study. International Journal for Lesson & Learning Studies, 12(2), 152–165. https://doi.org/10.1108/ijlls-02-2022-0027 DOI: https://doi.org/10.1108/IJLLS-02-2022-0027
Chandler-Olcott, K., Dotger, S., Waymouth, H. E., Newvine, K., Hinchman, K. A., Lahr, M. C., Crosby, M. T., & Nieroda, J. (2024). Using design-based research to adjust lesson study with pre-service teacher candidates. International Journal for Lesson & Learning Studies, 13(2), 87–100. https://doi.org/10.1108/ijlls-04-2023-0039 DOI: https://doi.org/10.1108/IJLLS-04-2023-0039
Chokshi, S., & Fernandez, C. (2004). Challenges to Importing Japanese Lesson Study: Concerns, Misconceptions, and Nuances. Phi Delta Kappan, 85(7), 520–525. https://doi.org/10.1177/003172170408500710 DOI: https://doi.org/10.1177/003172170408500710
Clivaz, S. (2018). Lesson study as a fundamental situation for the knowledge of teaching. International Journal for Lesson and Learning Studies, 7(3), 172–183. https://doi.org/10.1108/ijlls-03-2018-0015Córdova, A., & Salas, J. (2023). La enseñanza de la historia mediante el estudio de lecciones: un enfoque innovador. Revista Internacional de Estudios de Lecciones y Aprendizaje, 12(3), 200-215. https://doi.org/10.1108/IJLLS-05-2023-0080 DOI: https://doi.org/10.1108/IJLLS-03-2018-0015
Doig, B., & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics teacher education and development, 13(1), 77-93.
Druken, B. K., Marzocchi, A. S., & Brye, M. V. (2020). Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study. International Journal for Lesson & Learning Studies, 10(1), 33–46. https://doi.org/10.1108/ijlls-06-2020-0033 DOI: https://doi.org/10.1108/IJLLS-06-2020-0033
Dudley, P. (Ed.). (2014). Lesson Study. https://doi.org/10.4324/9780203795538 DOI: https://doi.org/10.4324/9780203795538
Fang, Y., Paine, L., & Huang, R. (2022). Continuity and change: Chinese lesson study redefined in the context of key competencies-based reform. International Journal for Lesson & Learning Studies, 11(2), 49–59. https://doi.org/10.1108/ijlls-04-2022-0057 DOI: https://doi.org/10.1108/IJLLS-04-2022-0057
Fernandez, C. (2002). Learning from Japanese Approaches to Professional Development. Journal of Teacher Education, 53(5), 393–405. https://doi.org/10.1177/002248702237394 DOI: https://doi.org/10.1177/002248702237394
Fernandez, C., & Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching and learning. Routledge. DOI: https://doi.org/10.4324/9781410610867
Fonseca, M. G., & da Ponte, J. P. (2023). An early childhood teacher experience in lesson study: the case of Sara. International Journal for Lesson & Learning Studies, 12(4), 343–354. https://doi.org/10.1108/ijlls-05-2023-0064 DOI: https://doi.org/10.1108/IJLLS-05-2023-0064
Foster, C., & Trundley, R. (2024). Adapting lesson study for early-years practitioners. International Journal for Lesson & Learning Studies, 13(3), 225–231. https://doi.org/10.1108/ijlls-07-2024-184 DOI: https://doi.org/10.1108/IJLLS-07-2024-184
Gomes, P., Martins, M., Quaresma, M., Mata-Pereira, J., & Ponte, J. P. da. (2022). Task design and enactment: Developing in-service and prospective teachers’ didactical knowledge in lesson study. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2131. https://doi.org/10.29333/ejmste/12172 DOI: https://doi.org/10.29333/ejmste/12172
Handayani, R. D., & Triyanto. (2022). Online microteaching lesson study: a recipe to enhance prospective physics teachers’ pedagogical knowledge. International Journal for Lesson & Learning Studies, 11(3), 221–234. https://doi.org/10.1108/ijlls-02-2022-0017 DOI: https://doi.org/10.1108/IJLLS-02-2022-0017
Hiebert, J., Stigler, J. W., & Manaster, A. B. (1999). Mathematical features of lessons in the TIMSS video study. Zentralblatt Für Didaktik Der Mathematik, 31(6), 196–201. https://doi.org/10.1007/bf02652695 DOI: https://doi.org/10.1007/BF02652695
Holden, M. (2022). Exploring online lesson study as a vehicle for teacher collaborative professional learning. International Journal for Lesson & Learning Studies, 12(2), 179–193. https://doi.org/10.1108/ijlls-01-2022-0012 DOI: https://doi.org/10.1108/IJLLS-01-2022-0012
Hrastinski, S. (2021). Digital tools to support teacher professional development in lesson studies: a systematic literature review. International Journal for Lesson & Learning Studies, 10(2), 138–149. https://doi.org/10.1108/ijlls-09-2020-0062 DOI: https://doi.org/10.1108/IJLLS-09-2020-0062
Huang, R., Weaver, J. C., Matney, G., Huang, X., Wilson, J., & Painter, C. (2023). Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States. International Journal for Lesson & Learning Studies, 13(1), 41–55. https://doi.org/10.1108/ijlls-07-2023-0093 DOI: https://doi.org/10.1108/IJLLS-07-2023-0093
Huang, X., Weaver, J. C., & Matney, G. (2022). Characterizing teacher learning through collaborative and documentary strategies in Chinese lesson study. International Journal for Lesson and Learning Studies, 12(1), 92–105. https://doi.org/10.1108/IJLLS-03-2022-0035 DOI: https://doi.org/10.1108/IJLLS-03-2022-0035
Hurd, J., & Musso, L. L. (2005). Lesson Study: Teacher-Led Professional Development in Literacy Instruction. Language Arts, 82(5), 388–395. https://doi.org/10.58680/la20054415 DOI: https://doi.org/10.58680/la20054415
Jayanti, U. N. A. D., & Adlini, M. N. (2023). Learning to teach: an investigation into pre-service biology teachers’ perceptions toward lesson study. International Journal for Lesson & Learning Studies, 12(3), 197–213. https://doi.org/10.1108/ijlls-07-2022-0093 DOI: https://doi.org/10.1108/IJLLS-07-2022-0093
Kager, K., Jurczok, A., Bolli, S., & Vock, M. (2022). “We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions. Teaching and Teacher Education, 113, 103683. https://doi.org/10.1016/j.tate.2022.103683 DOI: https://doi.org/10.1016/j.tate.2022.103683
Lewanowski-Breen, E., Ni Shuilleabhain, A., & Meehan, M. (2020). Lesson study and the long-term impact on teacher professional community development. International Journal for Lesson & Learning Studies, 10(1), 89–101. https://doi.org/10.1108/ijlls-09-2020-0059 DOI: https://doi.org/10.1108/IJLLS-09-2020-0059
Lewis, C. (2002). Does Lesson Study Have a Future in the United States?. Nagoya journal of education and human development.
Lewis, C. (2016). How does lesson study improve mathematics instruction? ZDM, 48(4), 571–580. https://doi.org/10.1007/s11858-016-0792-x DOI: https://doi.org/10.1007/s11858-016-0792-x
Lewis, C., & Perry, R. (2017). Lesson Study to Scale Up Research-Based Knowledge: A Randomized, Controlled Trial of Fractions Learning. Journal for Research in Mathematics Education, 48(3), 261–299. https://doi.org/10.5951/jresematheduc.48.3.0261 DOI: https://doi.org/10.5951/jresematheduc.48.3.0261
Lewis, C., Perry, R., & Murata, A. (2006). How Should Research Contribute to Instructional Improvement? The Case of Lesson Study. Educational Researcher, 35(3), 3–14. https://doi.org/10.3102/0013189x035003003 DOI: https://doi.org/10.3102/0013189X035003003
Li, J., Goei, S. L., & Van Joolingen, W. R. (2023). A case study of teacher learning in enacting maker pedagogy through lesson study. International Journal for Lesson & Learning Studies, 12(3), 240–256. https://doi.org/10.1108/ijlls-04-2023-0042 DOI: https://doi.org/10.1108/IJLLS-04-2023-0042
Li, J., Li, Z., Gao, H., & Yun, T. (2024). Transforming maker mindsets: A case study of elementary students in a maker education context during lesson study. Thinking Skills and Creativity, 53, 101590. https://doi.org/10.1016/j.tsc.2024.101590 DOI: https://doi.org/10.1016/j.tsc.2024.101590
Murata, A. (2011). Introduction: Conceptual Overview of Lesson Study. Lesson Study Research and Practice in Mathematics Education, 1–12. https://doi.org/10.1007/978-90-481-9941-9_1 DOI: https://doi.org/10.1007/978-90-481-9941-9_1
Ng, B., & Latife, A. (2022). Exploring students’ learning and motivation in a lesson study for learning community (LSLC) environment: a new perspective. International Journal for Lesson & Learning Studies, 11(3), 193–204. https://doi.org/10.1108/ijlls-01-2022-0007 DOI: https://doi.org/10.1108/IJLLS-01-2022-0007
Page, MJ, McKenzie, JE, Bossuyt, PM, Boutron, I., Hoffmann, TC, Mulrow, CD, Shamseer, L., Tetzlaff, JM, Akl, EA, Brennan, SE, Chou, R., Glanville, J ., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S.,… Alonso-Fernández, S. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790–799. https://doi.org/10.1016/j.recesp.2021.06.016 DOI: https://doi.org/10.1016/j.rec.2021.07.010
Rock, T. C., & Wilson, C. (2005). Improving teaching through lesson study. Teacher education quarterly, 32(1), 77-92.
Sakai, T., Akai, H., Ishizaka, H., Tamura, K., Ozawa, H., & Lee, Y.-J. (2021). Development of program for “Global Lesson Study” in mathematics education. International Journal for Lesson & Learning Studies, 10(4), 317–330. https://doi.org/10.1108/ijlls-02-2021-0015 DOI: https://doi.org/10.1108/IJLLS-02-2021-0015
Santos, M., Carvalho, C., & Oliveira, L. (2023). Reflection and improvement of teaching practices through lesson study: A university experience. International Journal of Lesson and Learning Studies, 12(4), 315-328. https://doi.org/10.1108/IJLLS-03-2023-0051 DOI: https://doi.org/10.1108/IJLLS-05-2023-0049
Senaratne, A., & Perera, M. (2023). Cultural considerations in implementing lesson study in Sri Lanka: Navigating traditional hierarchies and fostering collaboration. International Journal for Lesson and Learning Studies, 12(3), 61–74. https://doi.org/10.1108/IJLLS-03-2023-0024
Senaratne, S., Rodrigo, N., Almeida, L. M. M. C. E., Perera, S., & Jin, X. (2023). Systematic review on stakeholder collaboration for a circular built environment: Current research trends, gaps and future directions. Resources, Conservation & Recycling Advances, 19, 200169. https://doi.org/10.1016/j.rcradv.2023.200169 DOI: https://doi.org/10.1016/j.rcradv.2023.200169
Shiraishi, T., Saito, K., Kuga, A., & Yamahira, Y. (2022). Factors that facilitate and hinder the dissemination of physical education classes in Peru. International Journal of Lesson and Learning Studies, 11(4), 275-289. https://doi.org/10.1108/IJLLS-04-2022-0046 DOI: https://doi.org/10.1108/IJLLS-04-2022-0046
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4. https://doi.org/10.2307/1175860 DOI: https://doi.org/10.2307/1175860
Skott, C. K. (2022). A networked understanding of new mathematics teachers’ learning, when participating in a lesson-study induction programme. International Journal for Lesson & Learning Studies, 12(1), 65–77. https://doi.org/10.1108/ijlls-03-2022-0038 DOI: https://doi.org/10.1108/IJLLS-03-2022-0038
Skott, C. K., & Møller, H. (2020). Adaptation of lesson study in a Danish context: Displacements of teachers’ work and power relations. Teaching and Teacher Education, 87, 102945. https://doi.org/10.1016/j.tate.2019.102945 DOI: https://doi.org/10.1016/j.tate.2019.102945
Stigler, J. W., & Hiebert, J. (2016). Lesson study, improvement, and the importing of cultural routines. ZDM, 48(4), 581–587. https://doi.org/10.1007/s11858-016-0787-7 DOI: https://doi.org/10.1007/s11858-016-0787-7
Takahashi, A., & Yoshida, M. (2004). Ideas for Establishing Lesson-Study Communities. Teaching Children Mathematics, 10(9), 436–443. https://doi.org/10.5951/tcm.10.9.0436 DOI: https://doi.org/10.5951/TCM.10.9.0436
Uffen, I., de Vries, S., Goei, S. L., van Veen, K., & Verhoef, N. (2022). Understanding teacher learning in lesson study through a cultural–historical activity theory lens. Teaching and Teacher Education, 119, 103831. https://doi.org/10.1016/j.tate.2022.103831 DOI: https://doi.org/10.1016/j.tate.2022.103831
Watanabe, T. (2022). What can we learn from observing a research lesson? Educators’ Learning from Lesson Study, 19–25. https://doi.org/10.4324/9781003230915-4 DOI: https://doi.org/10.4324/9781003230915-4
Yun, H., Zhang, Q., Cao, W., & Zhang, X. (2024). Teacher noticing within the context of lesson study: a systematic review and prospective trends. International Journal for Lesson &; Learning Studies, 13(4), 361–381. https://doi.org/10.1108/ijlls-03-2024-0057 DOI: https://doi.org/10.1108/IJLLS-03-2024-0057
Zhang, N., Liu, Q., Zheng, X., Luo, L., & Cheng, Y. (2021). Analysis of Social Interaction and Behavior Patterns in the Process of Online to Offline Lesson Study: A Case Study of Chemistry Teaching Design based on Augmented Reality. Asia Pacific Journal of Education, 42(4), 815–836. https://doi.org/10.1080/02188791.2020.1866493 DOI: https://doi.org/10.1080/02188791.2020.1866493
Zhang, Y. (2024). A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth. International Journal for Lesson & Learning Studies, 13(1), 28-40. https://doi.org/10.1108/IJLLS-07-2023-0085 DOI: https://doi.org/10.1108/IJLLS-07-2023-0085
Zhou, D., Li, X., & Zhang, F. (2023). Implementing lesson study in diverse urban classrooms: A case study from the United States. International Journal for Lesson and Learning Studies, 12(1), 209–222. https://doi.org/10.1108/IJLLS-04-2022-0047
Zhou, N. (2023). Vocational Teachers’ Professional Learning: A Systematic Literature Review of the Past Decade (Poster 40). Proceedings of the 2023 AERA Annual Meeting. https://doi.org/10.3102/2003475 DOI: https://doi.org/10.3102/2003475
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2024 Gerson Maturana-Moreno (Autor/a)
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
