Contributions of Lesson Study to the reconstruction of teachers' practical knowledge within a virtual setting context: Case study at Universidad Nacional de Educación (Ecuador)

Abstract

Purpose – This article examines the training of nine practising teachers and the development of their practical thinking through Lesson Study (LS) at Universidad Nacional de Educaci on (UNAE). The study therefore aims to describe and understand how this group of teachers might reconstruct their practical knowledge while engaging in the LS experience in a virtual setting. Design/methodology/approach – Acase study was conducted with (virtual) field immersion, qualitatively collecting and analysing data through observations, interviews, a focus group and written outputs. Findings – Reconstructions and reinforcements were evident in each of the five dimensions of practical thinking (Soto et al., 2019; Pérez-Gómez, 2022) and in certain knowledge and values, in addition to various skills, attitudes and emotions. The main findings of the study relate to the importance of planning to avoid improvisation, viewing the teaching methodology as a flexible process, developing student autonomy, understanding and managing technological and digital tools and being prepared for uncertain situations. Originality/value – It is understood that Lesson Study is a strategy that strengthens and enhances understanding of teachers’ knowledge, even in the virtual context and should therefore be considered for the ongoing professional development of teachers in Ecuador.