Effects on Secondary Education Students and Teachers after the Implementation of Lesson Study
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Celia Márquez López [1] ; María Elena Gómez Parra [2]
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[1] Universidad de Córdoba
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[2] Department of English and German Philologies, Faculty of Education, University of Cordoba
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- Localización: Trends in Innovation and Interdisciplinary Knowledge across Educational Settings / coord. por Rosabel Martínez Roig, Alejandro Armellini, 2024, ISBN 978-3-631-90499-2, págs. 163-175
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The Lesson Study (LS) approach is a collaborative model that is proved to show an impact in a positive way not only on teachers but also on compulsory education students (Gomez-Parra, 2021). This approach is based on an active methodology in which teachers work cooperatively in order to design, implement and analyze a didactic unit, learning scenario or project. This paper shows the results after implementing the first cycle of LS in a high school in Spain in order to examine how motivation and social relationships among students are improved. Moreover, we will also revise how it impacts on the teaching practice. In order to achieve these objectives a set of instruments (rubrics and questionnaires) has been designed and validated by the Delphi technique. Analysis of qualitative and quantitative data has been carried out by using the Mixed Methods Research (Clark, 2019). Results indicate that participating students, especially those who reported having "low or little motivation'; are much more engaged to participate in LS units than in more traditional activities. On the other hand, teachers affirm that cooperative work and collaboration greatly enhance their vision of teaching and their profession. In conclusion, this research indicates that LS has enriched students' learning experience and teachers' teaching practice, making its continuous and structural implementation highly recommended.
