Lesson study as a professional development process
João Pedro da Ponte
IE researchers
Cecília Galvão
Cláudia Faria
Isabel Chagas
Joana Mata-Pereira
Marisa Quaresma
Mónica Baptista
FMH researchers
Ana Quitério
António Rodrigues
João Martins
Marcos Onofre
phd students
Alexandra Souza
Madalena Hungulo
Mauri Tomkelski
Micaela Martins
Paula Gomes
Raquel Vieira
Teresa Conceição
Thuysa de Souza
International researchers
Adriana Richit
Morgana Scheller
This overarching project of the Research and Teaching Area of Didactics, aims to explore the potential of lesson study, in Mathematics, Biology and Geology, Physics and Chemistry, and Physical Education, including in-service and prospective teachers. It develops from specific lesson studies collecting data during the process and, after this is finished, in gathering the perspectives of the participating teachers. Object of special interest is the development of teachers’ knowledge of mathematics teaching, in particular with regard to the construction of learning tasks, to the knowledge of the difficulties and of the reasoning process of pupils, and to the conduction of communication in the classroom, focusing on moments of whole class discussion. The project has a strong intervention in the PhD in Education (Didactics of Mathematics and Science Education), aggregating several doctoral students.
2019 – 2022
Baptista, M., Ponte, J. P., Velez, I., & Costa, E. (2014). Aprendizagens profissionais de professores dos primeiros anos participantes num estudo de aula. Educar em Revista, 30(4), 61-79.
Conceição, T., Baptista, M., & Ponte, J. P. (2019). Lesson study as a trigger for preservice physics and chemistry teachers’ learning about inquiry tasks and classroom communication. International Journal for Lesson and Learning Studies, 8(1), 79-96.
Huang, R., Takahashi, A., & Ponte, J. P. (Eds.) (2019). Theory and practice of lesson Study in mathematics: An international perspective. Cham: Springer Nature.
Ponte, J. P. (2017). Lesson studies in initial mathematics teacher education. International Journal for Lesson and Learning Studies, 6(2), 169-181.
Ponte, J. P., Quaresma, M., Mata-Pereira, J., & Baptista, M. (2018). Designing lesson studies to support teachers’ professional development. Educational Designer, 3(11).
Ponte, J. P., Quaresma, M., Mata-Pereira, J., & Baptista, M. (2018). Fitting lesson study to the Portuguese context. In M. Quaresma, C. Winsløw, S. Clivaz, J. P. Ponte, A. N. Shúilleabháin & A. Takahashi (Eds.), Mathematics lesson study around the world: Theoretical and methodological issues (pp. 87-103). New York, NY: Springer.
Quaresma, M., & Ponte, J. P. (2017). Participar num estudo de aula: A perspetiva dos professores. Boletim do GEPEM, 71.
Quaresma, M., & Ponte, J. P. (2017). Dinâmicas de aprendizagem de professores de Matemática no diagnóstico dos conhecimentos dos alunos num estudo de aula. Quadrante, 26(2), 43-68.
Quaresma, M., Winsløw, C., Clivaz, S., Ponte, J. P., Ní Shúilleabháin, A., Takahashi, A. (2018). Mathematics lesson study around the world: Theoretical and methodological issues. Cham, Switzerland: Springer.
Ramos-Rodriguez, E., Flores, P., & Ponte, J. P. (2017). Práctica y reflexión de profesores de matemáticas chilenos bajo la perspectiva del estudio de clases. Quadrante, 26(2).
Richit, A., & Ponte, J. P. (2017). Teachers’ perspectives about lesson study. Acta Scientiae, 19(1), 20-30.
Richit, A., & Ponte, J. P. (2017). A colaboração docente em estudos de aula na perspectiva de professores participantes. Revista Paradigma, 38(1), 330-351.
