Teachers’ Reflections on Lesson Study for professional development

Abstract

This article reports on a research focused on analysing the reflections of a working group of teachers who belonged to a brainstorming workshop practice, part of a postgraduate program for professional development, following the Lesson Study methodology. A qualitative approach was used and corresponds to a case study. It was based on a theoretical construct called reproducibility and reflection and conceptualization types of reflection. The findings showed that in discussions between teachers reflections of pedagogical and didactic type emerge naturally and the mathematical discussions are rather scarce. However, when the design of class reflections is installed on the discussion, teachers are focused on reflections of math and didactic type.