Preliminary Indicators of the Use of Lesson Study as a Teaching Practice Capable of Enabling an Inclusive Perspective in Higher Education

Abstract

This study approached the Lesson Study strategy as a support for planning academic activities of teachers who intend to adopt or contribute to the adoption of an inclusive perspective in Higher Education. The general objective of this study was to describe preliminary indicators of the use of the Lesson Study as a teaching practice capable of enabling an inclusive perspective, in the context of Higher Education. Specifically, we aim to: a) identify strategies by student with and without markers (social, linguistic, ethnic, neuromotor, among others) as suggestions for the teaching-learning process with an inclusive perspective, and b) compare these strategies and discuss them from the point of view of the teaching practice aspects tested in this analysis. With a predominantly qualitative approach, this research was characterized as descriptive and the investigation instruments used for data collection consisted of interviews, observation and field notes. Three university professors and a group of twelve students, four of them with markers (social, linguistic, ethnic, neuromotor, among others), and eight of them without any makers participated in this analysis. The results allowed to highlight four specific indicators of the Lesson Study and 26 types of strategies indicated by the students (with and without markers) as suggestions for support during teaching practices. It was observed that those provided by students without markers did not differ much from those presented by the students with markers, except in specific situations, such as those pointed out by the deaf student. The obtained data contributed to the discussions on the existing policies and guidelines generated in the University itself and, in particular, the analysis provided professional improvement of the involved professors, in addition to the indication of possibilities of this improvement in relation to the other professors who are concerned with the adoption of actions with inclusive education perspectives.

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

“…Past studies show the different kinds of strategies such as sharing error sheets, using color codes to identify errors and having the students correct them as an appropriate strategy to avoid the usage of red markers (Azeez, 2021;De Oliveira et al, 2021;Núñez-Peña & Bono, 2022). Furthermore, Diab (2022) recommended the use of a peer corrective feedback approach to improve ESL students' writing and language skills instead of the instructor's direct feedback with red markers.…”

Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors

“…Considering that the focus of these interviews was to obtain tips, strategies, and other aspects they found it important to improve the discussions of that class with an inclusive perspective, for the next cycle. Some of the aspects indicated by the students were highlighted in the study by Oliveira, Bracken and Nakano (2021), and those indicated by the teachers after all the analyzes of cycle 1, the focus of this paper, are shown in Figure 3, below. Oliveira, Bracken and Nakano (2021) verified that, during the observations and in the postobservation discussions, the students consistently expressed the need to articulate more clearly how the content being taught related to the expectations of the assessment processes.…”

“…Some of the aspects indicated by the students were highlighted in the study by Oliveira, Bracken and Nakano (2021), and those indicated by the teachers after all the analyzes of cycle 1, the focus of this paper, are shown in Figure 3, below. Oliveira, Bracken and Nakano (2021) verified that, during the observations and in the postobservation discussions, the students consistently expressed the need to articulate more clearly how the content being taught related to the expectations of the assessment processes. The assessment was a central point during the application of cycle 1 and the discussions arising from it.…”

Conocimiento profesional de profesores universitarios en un estudio de aula sobre cálculo

“…Pontanto, o estudo de aula no ensino superior constitui um potencial contexto para promover o desenvolvimento profissional de professores universitários, contribuindo para promover mudanças no ensino (Alvine et al, 2007;Burroughs e Luebeck, 2010;Helvia Artime et al, 2015;Leavy, 2015;Oliveira et al, 2021;PNA 17(1) Richit, 2021a), favorecer aprendizados de futuros professores em componentes associadas à formação profissional, tais como Estágio Curricular Supervisionado (Neves et al, 2022), assim como melhorar o conhecimento matemático sobre tópicos específicos e sobre as bases subjacentes a docência na universidade. Nesta perspectiva, o estudo de aula desenvolvido com formadores de futuros professores, por envolver professores universitários com diferentes níveis de experiência profissional no planejamento colaborativo, na observação da prática e posterior reflexão, constitui um contexto de desenvolvimento profissional que mobiliza e desenvolve distintos aspectos do conhecimento profissional, inerentes à docência em cursos de licenciatura, assim como sobre outros aspectos intrínsecos a essa função e a sua finalidade.…”