Cooperación docente y disposiciones subjetivas a través del ciclo de Lesson Study. Un estudio de casos en formación inicial.

Noemí Peña Trapero; María José Serván Núñez

doi:10.30827/relieve.v30i2.28786

Authors

Noemí Peña Trapero University of Málaga https://orcid.org/0000-0003-4721-1975
María José Serván Núñez University of Málaga https://orcid.org/0000-0001-7962-3873

DOI:

https://doi.org/10.30827/relieve.v30i2.28786

Keywords:

higher education, teacher training, case studies, cooperation, observation, educational change

Abstract

In the university setting, cooperation presents a considerable challenge due to the social and academic context being deeply entrenched in individualism and competitiveness. Based on this premise, this study aims to explore the favourable conditions for cooperation that influence the professional development of future education professionals. It encompasses two qualitative-interpretative case studies involving groups of Infant Education degree students whose final practical training period involved a methodology centred on reflection and shared action (Lesson Study). Relevant data for further progress are therefore presented by triangulating data from interviews, direct observations of action, and documentary analysis of each participant's portfolio. Specifically, ideas emerge highlighting the importance of tutorial work in facilitating groups and a series of valuable teaching dispositions for cooperation that are crucial in such experiences and bring us closer to the goal of creating a collaborative culture in teaching from initial teacher training.

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Author Biographies

Noemí Peña Trapero, University of Málaga

Permanent Lecturer in the Department of Didactics and Educational Organisation at the University of Malaga. She is a member of the research group Repensar la Educación (repensarlaeducacion.es) and of the University Institute for Research in the Training of Education Professionals (IFE-UMA). She has participated in several educational research and innovation projects related to initial and ongoing teacher training, resulting in numerous publications on the reconstruction of teachers' practical knowledge, Lesson Study as a cyclical, cooperative and reflective teacher training strategy and educational innovation in early childhood education. He has also been a speaker at numerous in-service teacher training courses organised by Teacher Training Centres and other educational institutions.

María José Serván Núñez, University of Málaga

Senior Lecture in the Department of Didactics and Educational Organization of the University of Málaga. She is a member of the research group Rethinking Education (www.repensarlaeducacion.es) and is the author of publications on teacher professional development, evaluation and educational innovation. In recent years, she has focused his teaching and research activity on the Lesson Study as a collaborative action research for initial and in-service teaching professional development.

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