Lesson Study and their effects on teaching conversations

Authors

  • Jorge Gajardo Aguayo Facultad de Educación, Universidad de Concepción, Chile
  • Jorge Rojas Bravo Escuela de Educación, Universidad de Concepción, Campus Los Ángeles, Chile
  • Catherine Albornoz Torres Escuela de Educación Campus Los Ángeles Universidad de Concepción, Chile
  • Javiera Romero Inostroza Escuela de Educación Campus Los Ángeles Universidad de Concepción, Chile

DOI:

https://doi.org/10.47553/rifop.v96i35.3.83306

Abstract

With the purpose of contributing to the understanding of the conversation processes that are deployed in the development of a methodology for teacher professional development; this study describes the conversation modalities that emerge in the collaborative planning processes of two language classes at the primary level, in the context of the implementation of Lesson Study. From the qualitative analysis of the complete turns of speech in the teacher exchanges and using Mercer's model of analysis of conversation modalities (1991), it is observed that the participating teachers move from a disputative and cumulative modality, to an exploratory modality, based on collaboration and critical analysis.

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Published

2021-12-19

How to Cite

Gajardo Aguayo, J., Rojas Bravo, J., Albornoz Torres, C., & Romero Inostroza, J. (2021). Lesson Study and their effects on teaching conversations. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 96(35.3), 147–164. https://doi.org/10.47553/rifop.v96i35.3.83306

Issue

Vol. 96 No. 35.3 (2021): “Heritage emergencies” key training for the future

Section

Miscelánea

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