Examinando por Autor "Lerma, Ana M."
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Ítem Increase in self-efficacy in prospective teachers through theory-based lesson study(Springer, 2024) Lendínez, Elena M.; García-García, Francisco Javier; Lerma, Ana M.; Abril-Gallego, Ana MaríaThis paper explores the education of prospective teachers with regard to the Theory of Didactical Situations when they engage in lesson study. We particularly focus on studying how a lesson study process oriented towards the Theory of Didactical Situations contributes to increasing prospective teachers’ self-efficacy to plan and teach lessons based on such theory, reducing the gap between theory and practice. Prior to the study, we will discuss how the theoretical postulates assumed in lesson study affect crucial aspects of the process. The study is implemented with 47 prospective early childhood education teachers. We also consider another group of 47 prospective teachers that were engaged in practicum at the time the lesson study process took place. Using a quasi-experimental methodology based on a questionnaire developed ad hoc that captures the particularities of the didactic paradigm assumed, the results of our study show that both lesson study and practicum lead to a statistically significant increase in future teachers’ self-efficacy to plan and teach lessons in line with the paradigm assumed. However, size effect measures show that the increase observed in the lesson study group is significantly higher, which supports the benefits of lesson study in initial teacher education. We discuss what the features of lesson study are that could be related to this increase. Finally, we sketch new lines of research connected with the benefits of lesson study versus other teacher education experiences like practicum, as well as with links between self-efficacy and knowledge growth in lesson study.Ítem Mechanisms and evidence of prospective teachers’ learning through enquiry-oriented practices: the case of a lesson study intervention(Springer, 2024-11) García-García, Francisco Javier; Lendínez, Elena M.; Lerma, Ana M.; Abril-Gallego, Ana MaríaExisting research has highlighted the key role of observation and reflection in teacher learning during lesson study interventions, and how challenging it can be for pre-service teachers. This study focuses on the post-lesson discussion phase and on the observation of the research lesson of a lesson study process. It is carried out with early childhood education pre-service teachers who studied the Theory of Didactical Situations. The aim of our research is two-fold: finding evidence of the activation of pre-service teacher knowledge during the post-lesson discussion, and identifying mechanisms that may explain said activation as well as the potential development of their professional knowledge. To model pre-service teacher knowledge, the notion of teachers’ praxeological equipment from the Anthropological Theory of the Didactic, specified in the Theory of Didactical Situations, is used. It is hypothesised that potential teacher learning is mainly connected to the identification of particularly relevant episodes during the observation phase, henceforth referred to as critical events. The analysis of a group discussion on three critical events shows the activation and development of mathematical and didactic components of pre-service teachers’ praxeological equipment. However, it is found that it depends on the degree of dissonance these events can provoke, and on the quality and depth of the discussion that takes place around them. It is therefore concluded that the identification of critical events followed by productive discussion is a mechanism that explains teacher learning through lesson study, which can be enhanced by the intervention of teacher educators as mediators.Ítem On the Problem Between Devices and Infrastructures in Teacher Education Within the Paradigm of Questioning the World .(Birkhäuser, 2022) García, Francisco Javier; Lendínez, Elena M.; Lerma, Ana M.Educating teachers within the paradigm of questioning the world is a challenge. In this chapter, we connect it with two basic problems: the problem of the devices and the infrastructures in teacher education. Within the Anthropological Theory of Didactics, different kinds of devices have already been trailed. Our focus here is on lesson study, as a teacher education device. First of all, we rely on existing research to reformulate lesson study in terms of professional praxeologies that take place in different paradidactic systems. This reformulation contributes to elucidate how lesson study works as a teacher education device, coherent with the paradigm of questioning the world, and to advance in the problem of the infrastructures needed to support it. Specifically, we argue that essential components of such infrastructure are the epistemological and didactic models shared, implicitly or explicitly, by the lesson study community.Ítem El papel de los modelos epistemológicos y didácticos en la formación del profesorado a través del dispositivo del estudio de clase(2019) García, Francisco J.; Wake, Geoff; Lendínez, Elena M.; Lerma, Ana M.En este trabajo analizamos cómo los modelos epistemológicos y didácticos asumidos por una comunidad de estudio de clase determinan la forma en que este proceso se lleva a cabo, así como los resultados de este. Para ello, proponemos una reinterpretación del estudio de clase como una praxeología de la profesión docente, apoyándonos en las herramientas de la teoría antropológica de lo didáctico. El análisis de tres casos de estudio de clase permitirá evidenciar el papel que diferentes modelos epistemológicos y didácticos desempeñan en su estructuración, desarrollo y en el posible aprendizaje profesional de los participantes, contribuyendo, de esta forma, a visibilizar parte de la teoría que subyace al estudio de clase.