Aprendizagens Profissionais de Professores Evidenciadas em Pesquisas sobre Estudos de Aula

Richit, Adriana; Ponte, João Pedro da; Quaresma, Marisa

doi:10.1590/1980-4415v35n70a26

Cited by 3 publications

(2 citation statements)

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“…, 2021; Inoue, 2011; Quaresma and Ponte, 2016). However, an understudied issue is the contribution of this participation to teachers' subsequent practice (Richit et al. , 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Participating in a LS, as a professional development process centred on teaching practice, is an opportunity for teachers to develop their knowledge, namely in leading whole-class discussions (Gomes et al, 2021;Inoue, 2011;Quaresma and Ponte, 2016). However, an understudied issue is the contribution of this participation to teachers' subsequent practice (Richit et al, 2021). Thus, in this article, the following research question is addressed: What is the contribution of participating in lesson studies to the development of the teacher's practice on leading whole-class discussions?…”

Section: Introductionmentioning

confidence: 99%

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Leading whole-class discussions: from participating in a lesson study to teaching practice

Gomes

Quaresma

Ponte

2022

IJLLS

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PurposeThis article aims to analyse how a teacher leads whole-class discussions during and after participating in lesson studies and to what extent that participation influences her teaching practice.Design/methodology/approachThis is a qualitative/interpretative research with a case study design, carried out with a secondary school mathematics teacher who participated in two lesson studies. Data were collected from participant observation, audio recording of lesson study (LS) sessions and discussions with the teacher, video recording of lessons and semi-structured interviews. Frameworks regarding the teachers' actions are used in the analysis.FindingsThe results suggest that in her teaching practice, the teacher led students to explain their strategies with supporting/guiding actions, but she also challenged the students to justify their productions, ensuring that the students' ideas were clear. Additionally, the teacher explored incorrect strategies and disagreements, inviting and challenging other students to intervene or react and involved students in drawing connections, as discussed in the LS. Therefore, the teacher put into practice several actions teachers can do in leading whole-class discussions to promote students' learning. Participating in LS was an opportunity to rethink her teaching practice, as the teacher pointed out, bringing her a new perspective on leading discussions in which students play an active role in learning mathematics, creating opportunities for the students to explain and react to their colleagues' ideas.Originality/valueThis article examines an under-researched issue: the influence of LS on the way a teacher leads whole-class discussions, during and after participating in lesson studies.

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“…, 2021; Inoue, 2011; Quaresma and Ponte, 2016). However, an understudied issue is the contribution of this participation to teachers' subsequent practice (Richit et al. , 2021).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Leading whole-class discussions: from participating in a lesson study to teaching practice

Gomes

Quaresma

Ponte

2022

IJLLS

Self Cite

View full text Add to dashboard Cite

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Professional learning of prospective elementary school teachers in supervised training

Richit,

Loss

2024

Educ. Pesqui.

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Professional learning has garnered considerable attention from researchers, as it forms a fundamental aspect of teachers’ professional development. Such learning encompasses a range of essential elements, including acquiring knowledge about curriculum content, teaching methods, core values, attitudes intrinsic to the teaching profession, and the nuances of professional culture. Notably, supervised training stands as a significant context for the professional learning of prospective teachers, offering direct exposure to the teaching profession and opportunities for critical reflection on theoretical and practical experiences. In this study, we undertake an investigation of the professional learning experiences of prospective teachers within the Early Years of Elementary Education, employing a qualitative and interpretative approach. To achieve this objective, we conducted in-depth research 3 with ten female students enrolled in an Education Undergraduate Program at the Federal University of the Fronteira Sul, Erechim Campus. Our focus was on examining their learning encounters during supervised training. The empirical data for the study encompassed narratives shared by the ten interns during sessions dedicated to teaching in Elementary School, alongside textual productions prepared by the students throughout their training. The analysis of the gathered data has revealed noteworthy learning outcomes concerning teaching in various dimensions. Firstly, it shed light on the process of lesson planning, characterized by its reflective nature, theoretical underpinnings, and comprehensive approach to devising learning pathways for students. Secondly, the investigation illuminated the development of teaching skills, an intricate fusion of multiple elements that collectively facilitate effective classroom practices. Lastly, the study elucidated the dynamics of the school environment, perceived as an interactive, dynamic, pluralistic, and adaptable context conducive to the realization of successful teaching endeavors.

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Aprendizagens profissionais de acadêmicos de licenciatura em pedagogia em estágio supervisionado

Richit,

Loss

2024

Educ. Pesqui.

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Resumo As aprendizagens profissionais têm interessado pesquisadores por constituírem uma das bases do desenvolvimento profissional de professores. Aprendizagens sobre o conteúdo curricular a ser ensinado, didática, valores e atitudes inerentes à profissão docente e aspectos da cultura profissional têm sido frequentemente associadas ao desenvolvimento profissional de professores. Um importante contexto de aprendizagens profissionais para futuros professores é o estágio supervisionado, concebido como contato direto com a profissão, de modo a refletir sobre as experiências teórico-práticas. Neste trabalho, dedicamo-nos a investigar, na perspectiva qualitativa e interpretativa de pesquisa, as aprendizagens profissionais de futuros professores dos anos iniciais do ensino fundamental. Para tanto, realizamos uma investigação[^3] com dez acadêmicas de um curso de licenciatura em pedagogia da Universidade Federal da Fronteira Sul (UFFS), Campus Erechim, examinando as aprendizagens realizadas no âmbito do estágio supervisionado. O material empírico do estudo constitui-se das narrativas de dez estagiárias, produzidas nos encontros de partilha de experiências sobre a docência nos anos iniciais, assim como das produções textuais das acadêmicas, elaboradas durante o estágio. A análise evidenciou aprendizagens relacionadas à docência nos seguintes aspectos: planejamento do ensino, que caracterizou o processo reflexivo, sustentado teoricamente e ampliado temporalmente, de planejar percursos de aprendizagem para os alunos; desenvolvimento do ensino, concretizado na interseção entre os diversos elementos que produzem as condições para a realização do trabalho em sala de aula; e a dinâmica escolar, compreendida como contexto interativo, dinâmico, plural e plástico de concretização da docência.

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Aprendizagens Profissionais de Professores Evidenciadas em Pesquisas sobre Estudos de Aula

Cited by 3 publications

References 41 publications

Leading whole-class discussions: from participating in a lesson study to teaching practice

Leading whole-class discussions: from participating in a lesson study to teaching practice

Professional learning of prospective elementary school teachers in supervised training

Aprendizagens profissionais de acadêmicos de licenciatura em pedagogia em estágio supervisionado

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