ABSTRACT

Lesson study is acknowledged as a valuable practice for teachers’ professional development. Recent studies analysing teachers’ conversations during lesson study partially show that it tends to promote a student-centred approach to teaching amongst those who put it into practice. However, none has been conducted yet amongst faculty members in higher education. In this study, we conducted a multiple case study to approach this topic of research and present the content analysis of faculty members’ conversations during lesson study. We discuss the topics that were conversed in relation to students (their engagement, their thinking, their potential learning, their discourse and interactions and general ideas about them), the relative frequency of these topics within the faculty members’ conversations, how the faculty approached these topics and connected them to other topics of conversation, and the type of pedagogical actions and professional learning paths that were promoted through the discussion of these student-related topics. Findings of this research deserve to be taken into consideration when designing faculty development programmes, especially when they involve professional discussions.

摘要

课堂学习被认为是教师专业发展的宝贵实践。最近对课程学习过程中教师对话进行分析的研究表明，它倾向于在实践中促进以学生为中心的教学方法。但是，尚未在高等教育的教职人员中进行任何操作。在这项研究中，我们进行了多案例研究来研究该主题，并在课程学习过程中介绍了教师对话的内容分析。我们讨论了与学生有关的话题（他们的参与度，他们的思想，他们的潜在学习，他们的话语和互动以及关于他们的一般想法），这些话题在教师对话中的相对频率，教师如何处理这些主题并将它们与对话的其他主题联系起来，以及通过讨论这些与学生相关的主题而促进的教学活动和专业学习路径的类型。在设计教师发展计划时，尤其是在涉及专业讨论时，应该考虑这项研究的结果。