Improvement of Reflection on Teaching Practice in a Training Course That Integrates the Lesson Study and Criteria of Didactical Suitability

Authors

  • Viviane Hummes Universitat de Barcelona
  • Adriana Breda Universitat de Barcelona
  • Vicenç Font Universitat de Barcelona
  • María José Seckel Universidad Católica de la Santísima Concepción

DOI:

https://doi.org/10.33423/jhetp.v23i14.6395

Keywords:

higher education, teacher training, reflection on teaching practice, Lesson Study, Criteria of Didactical Suitability

Abstract

This article discusses a qualitative case study involving eight mathematics teachers in Brazil. The study aimed to analyze the effectiveness of a training course that combined Lesson Study and Criteria of Didactical Suitability in developing reflective competence in teachers. Lesson Study is a professional development strategy that encourages teachers to collaborate and reflect on their teaching practices, while Criteria of Didactical Suitability is a tool that guides teachers’ reflection. The study aimed to evaluate the usefulness of Criteria of Didactical Suitability in enhancing reflection skills and to assess the participants’ perception of its usefulness. The analysis revealed that participating teachers improved their reflection skills, specifically by utilizing Criteria of Didactical Suitability more effectively in the third phase of the course. However, the study has limitations, such as being conducted virtually and in a specific context. Overall, this study highlights the potential of combining Lesson Study and Criteria of Didactical Suitability in developing reflective competence in teachers. Further research can explore the efficacy of this approach in different contexts.

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Published

2023-09-15

How to Cite

Hummes, V., Breda, A., Font, V., & Seckel, M. J. (2023). Improvement of Reflection on Teaching Practice in a Training Course That Integrates the Lesson Study and Criteria of Didactical Suitability. Journal of Higher Education Theory and Practice, 23(14). https://doi.org/10.33423/jhetp.v23i14.6395

Issue

Section

Articles