The role of epistemological and didactic models in the education of teachers through lesson study

In this paper, we analyse how the epistemological and didactic models that a lesson study community assumes determine the way this professional development process is conducted, as well as its outcomes. To do this, we propose a reinterpretation of lesson study as a praxeology of the teaching profess...

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Main Authors:	Francisco Javier García García, Geoff Wake, Elena María Muñoz Lendínez, Ana María Lerma Fernández
Format:	Article
Language:	Spanish
Published:	Universitat Autonoma de Barcelona 2019-03-01
Series:	Enseñanza de las Ciencias
Subjects:	estudio de clase desarrollo profesional del profesorado modelos epistemológicos y didácticos
Online Access:	https://ensciencias.uab.es/article/view/2512

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spelling	doaj-7805c8e5abf343498fe590a1d767c0172021-05-04T16:01:39ZspaUniversitat Autonoma de BarcelonaEnseñanza de las Ciencias0212-45212174-64862019-03-0137113715610.5565/rev/ensciencias.2512608The role of epistemological and didactic models in the education of teachers through lesson studyFrancisco Javier García García0Geoff Wake1Elena María Muñoz Lendínez2Ana María Lerma FernándezUniversidad de Jaén Departamento de Didáctica de las CienciasThe University of NottinghamUniversidad de Jaén Departamento de Didáctica de las CienciasIn this paper, we analyse how the epistemological and didactic models that a lesson study community assumes determine the way this professional development process is conducted, as well as its outcomes. To do this, we propose a reinterpretation of lesson study as a praxeology of the teaching profession, drawing on tools from the Anthropological Theory of Didactics. The analysis of three cases will evince the role that different epistemological and didactic models play in the organisation and development of the work of lesson study groups, and in the potential learning of teachers. Thus, we provide new theory-informed insights into lesson study.https://ensciencias.uab.es/article/view/2512estudio de clasedesarrollo profesional del profesoradomodelos epistemológicos y didácticos
collection	DOAJ
language	Spanish
format	Article
sources	DOAJ
author	Francisco Javier García García Geoff Wake Elena María Muñoz Lendínez Ana María Lerma Fernández
spellingShingle	Francisco Javier García García Geoff Wake Elena María Muñoz Lendínez Ana María Lerma Fernández The role of epistemological and didactic models in the education of teachers through lesson study Enseñanza de las Ciencias estudio de clase desarrollo profesional del profesorado modelos epistemológicos y didácticos
author_facet	Francisco Javier García García Geoff Wake Elena María Muñoz Lendínez Ana María Lerma Fernández
author_sort	Francisco Javier García García
title	The role of epistemological and didactic models in the education of teachers through lesson study
title_short	The role of epistemological and didactic models in the education of teachers through lesson study
title_full	The role of epistemological and didactic models in the education of teachers through lesson study
title_fullStr	The role of epistemological and didactic models in the education of teachers through lesson study
title_full_unstemmed	The role of epistemological and didactic models in the education of teachers through lesson study
title_sort	role of epistemological and didactic models in the education of teachers through lesson study
publisher	Universitat Autonoma de Barcelona
series	Enseñanza de las Ciencias
issn	0212-4521 2174-6486
publishDate	2019-03-01
description	In this paper, we analyse how the epistemological and didactic models that a lesson study community assumes determine the way this professional development process is conducted, as well as its outcomes. To do this, we propose a reinterpretation of lesson study as a praxeology of the teaching profession, drawing on tools from the Anthropological Theory of Didactics. The analysis of three cases will evince the role that different epistemological and didactic models play in the organisation and development of the work of lesson study groups, and in the potential learning of teachers. Thus, we provide new theory-informed insights into lesson study.
topic	estudio de clase desarrollo profesional del profesorado modelos epistemológicos y didácticos
url	https://ensciencias.uab.es/article/view/2512
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The role of epistemological and didactic models in the education of teachers through lesson study

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