The Lesson Study in the Supervised Internship: building links between theory and practice from reflection on exploratory tasks

Abstract

The objective of this article is to analyze the contributions of the Study of Classroom for the reinforcement of the theory/practice relation in the initial formation of teachers during the construction of concepts about exploratory tasks. For this, we collected data in two Lesson Studies remotely, through synchronous and asynchronous participation, carried out in two Supervised Internship II classes in the Degree in Mathematics, with twenty-eight future teachers and two teacher trainers. The results show that the Classroom Study favored the understanding of the exploratory tasks from the analysis of the curriculum and the elaboration and/or adaptation of tasks, thus alternating between theory and practice. We conclude that the Classroom Study carried out during the internship revealed the difficulties of future teachers in preparing or adapting exploratory tasks, justified by the lack of experience with this type of activity, as they did not know other types of tasks in addition to exercises and problems, which highlighted the need for theoretical and practical study of tasks and their contributions to initial training.

Supervised Internship; Lesson Study; Theory/practice Relationship Exploratory tasks