Lesson study as a lever for improving university teaching in Spain: listening to students’ voices

ABSTRACT

This paper presents an experience in which Lesson Studies (LS) are viewed as a lever for improving university teaching in Spain. The expansion of the LS model in the West is an indication of its value for improving teaching and provides us with different interpretations and variations of it. We will describe a process of Participatory Lesson Study (PLS) within the field of Initial Teacher Education (ITE) which incorporates university students in LS cycles. This work is recognised within the qualitative research paradigm. The results illustrate that when we incorporate students in research processes teaching becomes more democratic and collaborative and new learning opportunities for university teachers in their teaching practice arise. At the same time, LS is a tool that facilitates joint reflection by teachers on their own practice and the development of practical knowledge. The incorporation of students in the reflection processes on our practices can be viewed as an original and genuine strategy that facilitates access to areas that are not usually explored in decision making in our research lessons.

KEYWORDS:

• Participatory lesson study
• practical knowledge
• Initial Teacher Education
• university teaching improvement

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Research funded within the framework of the Project ‘Innovating in Higher Education’. A proposal based on the model ‘Lesson and Learning Studies’. III Call for Innovation Projects by the University of X.

Additional information

Funding

This work was supported by Universidad de Cantabria [Research funded within the framework of the Project].

Notes on contributors

Ignacio Haya Salmón

Ignacio Haya Salmón, Doctor in Education. He currently works as a lecturer in the Department of Education at the University of Cantabria. His research focuses on the analysis of the processes of social and educational inclusion and the Student Voice movement as a tool for school improvement. He has participated in several national and international research projects related to these issues.

Adelina Calvo Salvador

Adelina Calvo Salvador, Works as a Researcher and Senior Lecturer in the Department of Education of the University of Cantabria (Spain). Among her research interests are the analysis of the processes of social inclusion and exclusion, gender and education, student voice, and school improvement in a qualitative paradigm. Her most recent research interests and publications are related to Development Education and Global Learning. She is a member of the Academic Network on Global Education & Learning (ANGEL network).

Carlos Rodríguez-Hoyos

Carlos Rodríguez-Hoyos, He works as a Senior Lecturer in the Department of Education at the University of Cantabria (Spain). He has taken part in several national and international conferences and projects. He has published several articles and books. His research focuses on media education, processes of social inclusion and exclusion and Development Education and Global Learning.