An early childhood teacher experience in lesson study: the case of Sara
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 17 October 2023
Issue publication date: 5 December 2023
Abstract
Purpose
This research aims to understand the learning with regard to didactic knowledge of an early childhood teacher who participated in a Lesson Study (LS) on the topic of patterns, as well as her perspective about LS as a teacher education process.
Design/methodology/approach
This is a qualitative case study of an early childhood teacher who participated in a LS alongside three other colleagues and a facilitator. Data collection was made by participant observation with elaboration of a research journal, audio recording of sessions and a collective interview. Data analysis was made by content analysis based on the conceptual framework.
Findings
This case study shows that early childhood teachers may become aware of the importance of working with their children mathematical ideas. It also shows that they may develop their didactic knowledge in several dimensions such as school mathematics, curriculum, children and their learning, and teaching practice and that they may appreciate LS as a means of professional development.
Originality/value
This study shows the potential of LS for the professional development of early childhood teachers, a scarcely researched area. It also shows that their learning may include dimensions related to specific curricular areas such as mathematics.
Keywords
Citation
Ramos Fonseca, M.G. and da Ponte, J.P. (2023), "An early childhood teacher experience in lesson study: the case of Sara", International Journal for Lesson and Learning Studies, Vol. 12 No. 4, pp. 343-354. https://doi.org/10.1108/IJLLS-05-2023-0064
Publisher
:Emerald Publishing Limited
Copyright © 2023, Emerald Publishing Limited