Tools
Tools
de Oliveira, J. P., Bracken, Seán 
ORCID: https://orcid.org/0000-0002-3417-4899, Nakano, N. and Dart, Gareth ORCID: https://orcid.org/0000-0003-0630-9570
(2023)
Lesson study as a pedagogical practice in higher education from an inclusive perspective: strategies and resources indicated by professors.
Práxis Educativa, 18 (e21306).
pp. 1-12.
ISSN ISSN 1809-4031 eISSN 1809-4309
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29+-+Artigo+Jaima_28+abr+2023 (1).pdf - Published Version Available under License Creative Commons Attribution. Download (744kB) | Preview |
Abstract
Lesson Study as a strategy for inclusive pedagogical practices has been used in some countries as a form of collaborative work, involving both teachers and students; and fosters discussions during the implementation of teaching practices. This article aims to present an excerpt of the results of an investigation using Lesson Study conducted in Brazil, simultaneously with the University of Worcester. The analysis indicated the resources and strategies suggested by the professors during the realization of a cycle of the Lesson Study approach. The study concluded that the opportunity to research in a university context increased the understanding of inclusive education among the involved agents.
| Item Type: | Article |
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| Additional Information: | This article was initially published in the journal Práxis Educativa |
| Uncontrolled Discrete Keywords: | Higher education, School inclusion, Teacher training |
| Divisions: | College of Arts, Humanities and Education > School of Education |
| Related URLs: | |
| Copyright Info: | Copyright (c) 2023 Práxis Educativa, This work is licensed under a Creative Commons Attribution 4.0 International License., This positioning is in line with the open access recommendations of the Budapest Open Access Initiative (BOAI). |
| Depositing User: | Sean Bracken |
| Date Deposited: | 16 Feb 2024 14:45 |
| Last Modified: | 26 Apr 2024 12:48 |
| URI: | https://eprints.worc.ac.uk/id/eprint/13607 |
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