The Development of Elementary School Teachers’ Collaborative Practice in a Lesson Study

ABSTRACT This paper addresses the process of development of professional collaboration in a lesson study that involved six elementary school teachers of Brazilian state public schools of schools at Rio Grande do Sul, concerning the ‘metro’ as length measure at grade 4. The participants worked collaboratively planning a lesson about this topic. The methodology is qualitative and interpretative, with data collected by audio records of the planning sessions for the pesson and field notes, conversations and interviews carried out with participating teachers. The results show that the professional collaboration that developed during the lesson study was facilitated by the dynamics of the different steps and, especially, by the relation among participants and teacher educators. Collaboration emerged from activities such as planning, and increased with classroom teaching, observation and reflection, especially given the encouragement and strengthening of the group insofar as teachers felt confident, encouraged and welcomed in the group.摘要：本文针对巴西里约格兰德州六所公立小学的四年级教师，围绕“米（metro）”作为长度测量教学内容开展的课例研究（lesson study），探讨其中专业协作的发展历程。参与教师以协作方式共同规划设计了该主题的一堂课。本研究采用质性阐释性研究方法，数据通过规划会议的音频录音、个人实地笔记，以及与参与教师开展的谈话与访谈收集获得。研究结果表明，课例研究中形成的专业协作，得益于各研究环节的推进逻辑，尤其是参与者与教师教育者之间的互动关系。协作始于规划等教研活动，并随着课堂教学、观摩与反思环节逐步深化；尤为关键的是，当教师在团队中感受到自信、获得支持并被接纳时，团队凝聚力得到进一步强化与提升。