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TWG_28-Presutti-768.pdf
Conference paper (in proceedings)

Using the didactical contract to untangle the complex dynamics of a lesson study group in initial teacher education

Formation et professionnalisation

  • 2025
Published in:
  • Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14). - 2025
Lesson study
Initial teacher education
Didactical contract
Facilitator
Role
English This paper addresses the issue of understanding the dynamics between the participants of a collaborative setting like lesson study (LS) in an initial teacher education program. The case study presented is a LS course held for prospective mathematics teachers at secondary level at Lausanne University of teacher education, in Switzerland. The changes in the didactical contract and in the
postures of both the educator and the preservice teachers are analysed using qualitative methods. Results show a gradual change in the group dynamics through the process, and the progressive reinforcement of clauses of the didactical contract that are characteristics to LS.
Language
  • English
Classification
Higher Education Institutions
License
License undefined
Persistent URL
https://fredi.hepvs.ch/hepvs/documents/335821
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