Lesson Study in University. An Experience to Improve Classroom Practices

Gloria Braga Blanco, María Verdeja Muñiz, Adelina Calvo Salvador


The paper presents the qualitative analysis of a Lesson Study process in Higher Education. The Lesson Study was developed in the degree of Pedagogy in the University of Oviedo in the context of an Interuniversity Project developed over two academic years (2015-16 and 2016-17). The aims of the analysis were two. On the one hand, to identify dilemmas and questions about teaching and learning arose during the LS (describing how participants faced them and analysing them in the light of current debates on university teaching). On the other hand, to discuss the potentials of LS for teaching improvement and professional development in University. Four techniques were used for data collection: natural observation of classroom practices, field notes and diary, interviews with the teacher and focus group. At the end of the process a final report was written.The categorization of data allowed us to identify problematic areas of the lesson, to analyse how participants faced them and to discuss the potentials of the methodology of LS for professional development in Higher Education.


Lesson Study, action research, innovation in higher education

DOI: http://dx.doi.org/10.17583/qre.2018.3167

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Qualitative Research in Education | ISSN: 2014-6418

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