New challenges in teacher training. Lesson Study: accompany teaching and research
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This article aims to reflect the reflections, experiences and research of a research group of the University of Malaga in relation to the Lesson Study (LS): a cooperative research and action process. A way of teaching to be a teacher in initial and ongoing formation.
One of our lines of research has focused on addressing the concepts and dilemmas involved in the formation of teachers' practical thinking, as well as in the complex processes of reconstructing it. In this last decade LS have helped us to understand that: (1) The knowledge of teachers should be considered, more broadly, as an active combination of knowledge, skills, attitudes, emotions, beliefs and values: called as thought practical of the teacher; (2) The majority of these personal and professional resources are unconscious or better subconscious; (3) Changes in the teacher's practical thinking require more practical experience and reflection, a dialectical process with two main moments: the theorization of the practice and the experimentation of the reconstructed theory; (4) The LS, as a cooperative action research facilitates the emergence of this dialectical process; (5) The LS is a particular way to develop action research, adding a complex, systematic, flexible and cooperative route to deal with specific and contextual curricular innovation projects; and (6) The pedagogical virtuality of the LS to reconstruct the practical thinking of teachers from within and strengthen the professional teaching community.
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