Purpose – The purpose of this paper is to show, from a theoretical point of view, the promising relationship between the processes generated by Lesson Studies (LS) and the development of practical thinking in in-service teacher training, derived from two pieces of research. Design/methodology/approach – The authors propose broadening the focus of LS in order to not only improve the “lesson” or “teaching” – in short, practice – but also to reconstruct and improve the practical knowledge of teachers. The core issue of the paper is the discussion about the relationship between the practical knowledge, the knowledge that every teacher uses in his or her daily practice, theories-in-use, mostly unconscious, and the conscious and explicit knowledge, practical thinking, explicit theory, they use to describe and justify their practice. Findings – Knowing our practical knowledge intuitive Gestalt, and building a new conscious and informed way of thinking is not enough, we need to build through systematic new practice a new way of doing, a new way of perceiving, interpreting, taking decisions and acting, coherent with our new theories. LS reinforces these two complementary movements: the practical theorizing movement, the reflexion on action to discover the implicit believes, habits, attitudes and emotions underlying the practice, and the experimentation of the new theory to form the new habits, beliefs, attitudes and emotions that support the development of a new form of teaching. This second movement needs more time and adequate teaching context, confirming the long spiral cycle of LS. Originality/value – With emphasis on the dialectical relationship between practical theorizing and the experimentation of theory, this paper could set out a new approach for LSs as a method of teacher training which can improve practice through the reconstruction of the practical thinking of those involved.

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Este artículo presenta la experiencia y los dilemas de enseñanza de un grupo de docentes en la formación inicial de profesorado del Grado en Educación Infantil, en su adaptación a la virtualidad ocasionada por la COVID-19. Un proyecto que, con 10 años de andadura, ofrece una oportunidad para repensar la formación inicial en el marco del confinamiento. Inicialmente se describe el complejo e incierto contexto social actual y los retos ineludibles para la formación inicial del profesorado: la reconstrucción del conocimiento práctico de nuestras estudiantes y el diseño de un habitus vivencial y crítico como sostén de los principios pedagógicos de la experiencia que describimos en la segunda parte. Un triángulo didáctico en relación permanente con las reflexiones de las estudiantes y los debates e inquietudes que como docentes hemos compartido en los espacios de coordinación y adaptación a la virtualidad. Las conclusiones de esta experiencia sitúan la coordinación y la tutorización como ejes relevantes, al mismo tiempo en el que se advierten las dificultades e imposibilidad de que una experiencia de formación inicial de docentes íntegramente virtual -sin una práctica en relación y presencia de los niños y niñas- facilite la reconstrucción del conocimiento práctico de maestras y maestros de Educación Infantil. This article presents the experience and teaching dilemmas of a group of teachers in the Initial Early Childhood Teachers’ Training, in their adaptation to the virtuality caused by COVID-19. A 10-year-old project that offers an opportunity to rethink Initial Teacher Training in confinement. Initially, the complex and uncertain current social context and the inescapable challenges for Initial Teacher Training are described: the reconstruction of the practical knowledge of our students and the design of an experiential and critical habitus as support for the pedagogical principles of the experience that we describe in the second part. A didactic triangle in permanent relationship with the students’ reflections and the debates and concerns that we, as teachers, have shared in the spaces of coordination and adaptation to virtuality. The conclusions of this experience place coordination and tutoring as relevant axes. At the same time, the difficulties and impossibility of a fully virtual Initial Teacher Training experience facilitating the reconstruction of the practical knowledge of Early Childhood Education teachers without a practice in relation to children are noted.

Purpose – The purpose of this paper is to incorporate Lesson Study (LS) from initial teacher training as a privileged area in which to accompany and tutor future teachers in the complex but necessary scenario of reflective practice in cooperative processes. Design/methodology/approach – This paper presents an innovative educational experience in the university context, incorporating Lesson Study as a strategy for research and improvement of teaching practice, and, in consequence, for students’ learning, in two key subjects in the syllabus: Practicum III and Degree Essay. Findings – A process, positively reviewed by all agents involved, which has shown the need for the reconstruction of the practical knowledge of participating students. Originality/value – This is the first experience in the Spanish university context where LS is introduced as one of the key areas of initial teacher training. The paper presents a work model which may inspire the introduction of Lesson Study as an initial training model during practical training.

RESuMENEste artículo, pretende reflejar las reflexiones, experiencias e investigaciones de un grupo de investigación de la Universidad de Málaga en relación con las Lesson Study (LS): un proceso de investigación y acción cooperativa. Una forma de enseñar a ser docente en la formación inicial y permanente.Una de nuestras líneas de investigación se ha centrado en abordar los conceptos y dilemas involucrados en la formación del pensamiento práctico de los docentes, así como en los complejos procesos de reconstrucción del mismo. En esta última década las LS nos han ayudado a entender que: (1) El conocimiento de los docentes debe considerarse, de forma más amplia, como una combinación activa de conocimientos, habilidades, actitudes, emociones, creencias y valores: denominado como Nuevos retos en la formación del profesorado. Lesson Study: acompañar la enseñanza y la investigación *