https://orcid.org/0000-0002-0722-1063
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ABSTRACT
Lesson study is a collaborative practice recognised as a useful approach for teachers’ learning; however, we barely find studies analysing this practice among higher education faculty members. This research studies the content of their conversations to reveal the learning opportunities that lesson study opens. Content analysis shows that the participants learnt through descriptive and interpretative learning, making explicit their ideas about the lesson, and emphasising these rather than what they thought about the students. Results also indicate that the participants have room to increase their attention to the students and their ‘disputational’ talk, with the help of a knowledgeable other.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Ethical review
Ethical approval was granted from the research ethics review committees at the university sites where the study was conducted (Institutional Review Board 00003099).
Data availability statement
The data that support the findings of this study are available from the corresponding author, [GH], upon reasonable request.
Additional information
Funding
Notes on contributors
Gabriel Hervas
Gabriel Hervas is a Postdoctoral researcher and lecturer at the Faculty of Education of the University of Barcelona (Spain). His research revolves around faculty development programs and teachers’ knowledge and reflection.
José Luis Medina
José Luis Medina is Professor of Education at the Faculty of Education of the University of Barcelona (Spain). His research revolves around faculty development in the health sciences, teaching strategies, and educational epistemology.