El papel de los modelos epistemológicos y didácticos en la formación del profesorado a través del dispositivo del estudio de clase

  1. García García, Francisco Javier 1
  2. Wake, Geoff 2
  3. Muñoz Lendínez, Elena María 1
  4. Lerma Fernández, Ana María
  1. 1 Universidad de Jaén Departamento de Didáctica de las Ciencias
  2. 2 The University of Nottingham
Zeitschrift:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521,  2174-6486

Datum der Publikation: 2019

Ausgabe: 37

Nummer: 1

Seiten: 137-156

Art: Artikel

DOI: 10.5565/REV/ENSCIENCIAS.2512 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

Ziele für nachhaltige Entwicklung

Zusammenfassung

In this paper, we analyse how the epistemological and didactic models that a lesson study community assumes determine the way this professional development process is conducted, as well as its outcomes. To do this, we propose a reinterpretation of lesson study as a praxeology of the teaching profession, drawing on tools from the Anthropological Theory of Didactics. The analysis of three cases will evince the role that different epistemological and didactic models play in the organisation and development of the work of lesson study groups, and in the potential learning of teachers. Thus, we provide new theory-informed insights into lesson study.

€ Finanzierung ansehen

Informationen zur Finanzierung

Parte de esta investigación ha sido realizada al amparo del contrato predoctoral para la Formación de Profesorado Universitario FPU14/06496 del Ministerio de Educación, Cultura y Deporte de España.

Geldgeber

Bibliographische Referenzen

  • Asami-Johansson, Y. (2011). A study of a problem solving oriented lesson structure in mathematics in Japan. En M. Pytlak, T. Rowland y E. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. 2549-2558). Rzeszów, Polonia: University of Rzeszów.
  • Brousseau, G. (2002). Theory of didactical situations in mathematics. Dordrecht: Springer. https://doi.org/10.1007/0-306-47211-2 Brousseau, G. y Warfield, V. (2014). Didactic situations in mathematics education. En S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 163-170). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-4978-8_47
  • Chevallard, Y., Bosch, M. y Gascón, J. (1997). Estudiar matemáticas. El eslabón perdido entre la enseñanza y el aprendizaje. Barcelona: Horsori.
  • Chevallard, Y. y Sensevy, G. (2014). Anthropological approaches in mathematics education, French perspectives. En S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 38-43). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-4978-8_9
  • Doig, B. y Groves, S. (2011). Japanese lesson study: teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.
  • Doig, B., Groves, S. y Fujii, T. (2011). The critical role of task development in lesson study. En L. Hart, A. Alston y A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 181-200). Dordrecht: Springer. https://doi.org/10.1007/978-90-481-9941-9_15
  • Elliott, J. (2012). Developing a science of teaching through lesson study. International Journal for Lesson and Learning Studies, 1(2), 108-125. https://doi.org/10.1108/20468251211224163
  • Fujii, T. (2015). The critical role of task design in lesson study. En A. Watson y M. Ohtani (Eds.), Task design in mathematics education (pp. 273-286). Cham, Suiza: Springer. https://doi.org/10.1007/978-3-319-09629-2_9
  • Fujii, T. (2016). Designing and adapting tasks in lesson planning: a critical process of lesson study. ZDM Mathematics Education, 48(4), 411-423. https://doi.org/10.1007/s11858-016-0770-3
  • Hart, L. y Carriere, J. (2011). Developing the habits of mind for a successful lesson study community. En L. Hart, A. Alston y A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 27-38). Dordrecht: Springer. https://doi.org/10.1007/978-90-481-9941-9_3
  • Hino, K. (2007). Toward the problem-centered classroom: trends in mathematical problem solving in Japan. ZDM Mathematics Education, 39(5-6), 503-514. https://doi.org/10.1007/s11858-007-0052-1
  • Lewis, C. y Tsuchida, I. (1999). A lesson is like a swiftly flowing river: research lessons and the improvement of Japanese education. Improving Schools, 2(1), 48-56. https://doi.org/10.1177/136548029900200117
  • Miyakawa, T. y Winsløw, C. (2009). Didactical designs for students’ proportional reasoning: an «open approach» lesson and a «fundamental situation». Educational Studies in Mathematics, 72(2), 199-218. https://doi.org/10.1007/s10649-009-9188-y
  • Murata, A. (2011). Introduction: conceptual overview of lesson study. En L. Hart, A. Alston y A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 1-12). Dordrecht: Springer. https://doi.org/10.1007/978-90-481-9941-9_1
  • OECD (2004). The PISA 2003 assessment framework-mathematics, reading, science and problem-solving knowledge and skills. Paris: OECD. https://doi.org/10.1787/9789264101739-en
  • Radford, L. (2008). Theories in mathematics education: a brief inquiry into their conceptual differences. Comunicación en el ICME 11, 6-13 de julio, 2008. Monterrey, México. Recuperado de: <http://www.luisradford.ca/pub/31_radfordicmist7_EN.pdf>.
  • Sáez-López, J. M. (2017). Investigación educativa. Fundamentos teóricos, procesos y elementos prácticos. Madrid: UNED.
  • Shimizu, Y. (1999). Aspects of mathematics teacher education in Japan: focusing on teachers’ roles. Journal of Mathematics Teacher Education, 2(1), 107-116. https://doi.org/10.1023/A:1009960710624
  • Shimizu, Y. (2014). Lesson study in mathematics education. En S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 358-360). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-4978-8_91
  • Stigler, J. W. y Hiebert, J. (2016). Lesson study, improvement, and the importing of cultural routines. ZDM Mathematics Education, 48(4), 581-587. https://doi.org/10.1007/s11858-016-0787-7
  • Takahashi, A. (2006). Characteristics of Japanese mathematics lessons. Tsukuba Journal of Educational Study in Mathematics, 25, 37-44.
  • Takahashi, A. (2008). Beyond show and tell: neriage for teaching through problem-solving. Comunicación en el ICME 11, 6-13 de julio, 2008. Monterrey, México.
  • Takahashi, A. y McDougal, T. (2016). Collaborative lesson research: maximizing the impact of lesson study. ZDM Mathematics Education, 48(4), 513-526. https://doi.org/10.1007/s11858-015-0752-x
  • Wake, G., Swan, M. y Foster, C. (2015). Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, 19(2-3), 243-260. https://doi.org/10.1007/s10857-015-9332-9
  • Watanabe, T., Takahashi, A. y Yoshida, M. (2008). Kyozaikenkyu: A critical step for conducting effective lesson study and beyond. En F. Arbaugh y P. M. Taylor (Eds.), Inquiry into mathematics teacher education (Vol. 5, pp. 131-142). San Diego, CA: Association of Mathematics Teacher Educators.
  • Watson, A. y Mason, J. (1998). Questions and prompts for mathematical thinking. Derby, Inglaterra: Association of Teachers of Mathematics.
  • Winsløw, C. (2011). A comparative perspective on teacher collaboration: the cases of lesson study in Japan and of multidisciplinary teaching in Denmark. En G. Gueudet, B. Pepin y L. Trouche (Eds.), From text to ‘lived’ resources. Mathematics teacher education (pp. 291-304). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-1966-8_15
  • Wood, D., Bruner, J. y Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Fuente de los datos: Dialnet