ABSTRACT

Lesson study is a collaborative practice recognised as a useful approach for teachers’ learning; however, we barely find studies analysing this practice among higher education faculty members. This research studies the content of their conversations to reveal the learning opportunities that lesson study opens. Content analysis shows that the participants learnt through descriptive and interpretative learning, making explicit their ideas about the lesson, and emphasising these rather than what they thought about the students. Results also indicate that the participants have room to increase their attention to the students and their ‘disputational’ talk, with the help of a knowledgeable other.

摘要

课程学习是一种协作实践，被认为是教师学习的有用方法；然而，我们几乎找不到在高等教育教职员工中分析这种做法的研究。这项研究研究了他们的对话内容，以揭示课程学习带来的学习机会。内容分析表明，参与者通过描述性和解释性学习来学习，明确他们对课程的想法，并强调这些而不是他们对学生的看法。结果还表明，在知识渊博的其他人的帮助下，参与者有空间增加对学生及其“争论性”谈话的关注。