Purpose The purpose of this paper is to demonstrate the potential of Lesson Study (LS) as a tool for dealing with dilemmas in university teaching. Design/methodology/approach This paper is the result of a LS project which was developed over two academic years (2015-2016 and 2016-2017) in the Faculties of Education and Teacher Training at the Universities of Cantabria and Oviedo (Spain). The research asked the question “How can better learning be achieved?” The starting point for the research methodology was the identification and analysis of teaching dilemmas. The whole process was based on the triangulation of perspectives through the collection of data using techniques such as peer observation, focus groups, interviews, and the writing of the Teacher’s final report. The methodology the authors used was inspired by the Student Voice “movement.” Findings The findings show that the potential of LS methodology for professional development in higher education is very promising, enabling teachers to deal with the questions raised by practice collaboratively, broaden their professional knowledge, introduce improvements, and establish new ways of understanding the teaching profession based on a collegial approach. Originality/value LS methodology is beginning to be known in Spain. Developments have only taken place very recently and there are still few experiences within the university context. It is not common practice for teaching in higher education to become a public space for reflection and research breaking from the traditional isolation between teachers and incorporating the voices of students.

中文翻译：

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课程研究项目作为解决大学教学中困境的工具的潜力

目的 本文的目的是展示课程研究 (LS) 作为解决大学教学中困境的工具的潜力。设计/方法/方法 本文是坎塔布里亚大学和奥维耶多（西班牙）大学教育和教师培训学院在两个学年（2015-2016 和 2016-2017）中开发的 LS 项目的结果。该研究提出了一个问题“如何才能实现更好的学习？” 研究方法论的出发点是识别和分析教学困境。整个过程基于通过使用同伴观察、焦点小组、访谈和编写教师最终报告等技术收集数据，对观点进行三角测量。作者使用的方法受到学生之声“运动”的启发。” 调查结果 调查结果表明，LS 方法论在高等教育专业发展方面的潜力非常大，使教师能够协同处理实践中提出的问题，拓宽专业知识，引入改进，并建立理解教师专业的新方法基于大学的方法。创意/价值 LS 方法开始在西班牙广为人知。发展是最近才发生的，在大学范围内的经验仍然很少。高等教育教学成为一个公共空间进行反思和研究，打破传统的教师之间的隔离，融入学生的声音，这并不常见。