Teaching skills development through Lesson Study in mathematics initial training

Abstract

Lesson study is a teacher training methodology originally from Japan that enables the collaborative planning, execution, and evaluation of lessons. This research seeks to explore the influence of lesson study on subjects prior to the internships in the development of key teaching skills. Following a qualitative approach, it focuses on exploring how, through a cycle of lesson study, a group of future mathematics teachers developed teaching skills that are essential prior to their pre-professional and professional practice. The process of lesson study allowed participants to reflect on their own knowledge of mathematical content and their perception of what a mathematics lesson should be like. During the planning process, they deepened their mastery of the content, as well as the possible solution methods presented by the students. The observation and analysis of mock lessons encouraged critical reflection based on concrete evidence of student learning. However, the participants encountered considerable difficulties in applying scientific and methodological knowledge when teaching a mathematics lesson. The lesson study cycle allowed students to improve their reflection on their practice and lesson planning, creating a safe environment for criticism and self-criticism, but they have not yet managed to independently generate concrete proposals to overcome the difficulties identified. This reflects the need to continue with this type of activity, which allows the development of key skills for mathematics teachers.