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

Autores

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

Palavras-chave:

Formação universitária, formação dos professores, estudo de casos, cooperação, observação, mudança educativa

Resumo

Num contexto social e académico baseado no individualismo e na competitividade, a verdadeira cooperação representa um desafio no panorama universitário. Partindo daí, o presente estudo procura investigar as condições favoráveis à cooperação que se repercutem no desenvolvimento profissional dos futuros profissionais da educação. Trata-se de dois estudos de caso de tipo qualitativo-interpretativo, dois grupos de estudantes da Licenciatura em Educação de Infância que passaram pelo seu último período de estágio através de uma metodologia baseada na reflexão e na ação partilhada (Lesson Study). Assim, através da triangulação de dados procedentes tanto da entrevista, como da observação direta nos momentos de ação e da análise documental do portfólio de cada uma das participantes, apresentam-se dados relevantes para continuar a caminhar nesta direção. Concretamente, surgem ideias relacionadas com a importância do trabalho tutorial na facilitação de grupos, bem como com as disposições docentes valiosas para a cooperação que são postas em prática em experiências deste tipo. Conclusões que nos aproximam da pretensão de criar uma cultura colaborativa nos professores desde a formação inicial docente.

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Biografias Autor

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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