Lesson study in primary initial teacher education: Participants’ perspectives on potential and challenges

Linda Cardoso; João Pedro da Ponte; Marisa Quaresma

doi:10.29333/ejmste/16306

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Linda Cardoso ¹ ^* , João Pedro da Ponte ¹ , Marisa Quaresma ¹

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¹ Instituto de Educação da Universidade de Lisboa, Lisbon, PORTUGAL^* Corresponding Author

Abstract

Our aim is to identify the participants’ perspective about the potential and challenges of using mathematics lesson study (LS) in initial teacher education (ITE) of preservice primary teachers. We present two lesson studies and analyze the perspective of preservice teachers and teacher educators. The results suggest diverse kinds of potential and challenges. This research provides new insights about using LS in ITE and aspects to be considered by teacher educators who wish to use this formative process, particularly: constitution of the working groups, methodology and approach of the sessions, research lesson, assessment, collaboration, presentation of the process and duration.

Keywords

lesson study
initial teacher education
preservice teachers
formative process
teacher collaboration
practicum
mathematics

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 5, May 2025, Article No: em2629

https://doi.org/10.29333/ejmste/16306

Publication date: 01 May 2025

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Article Downloads: 136

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How to cite this article

APA

Cardoso, L., da Ponte, J. P., & Quaresma, M. (2025). Lesson study in primary initial teacher education: Participants’ perspectives on potential and challenges. Eurasia Journal of Mathematics, Science and Technology Education, 21(5), em2629. https://doi.org/10.29333/ejmste/16306

Vancouver

Cardoso L, da Ponte JP, Quaresma M. Lesson study in primary initial teacher education: Participants’ perspectives on potential and challenges. EURASIA J Math Sci Tech Ed. 2025;21(5):em2629. https://doi.org/10.29333/ejmste/16306

AMA

Cardoso L, da Ponte JP, Quaresma M. Lesson study in primary initial teacher education: Participants’ perspectives on potential and challenges. EURASIA J Math Sci Tech Ed. 2025;21(5), em2629. https://doi.org/10.29333/ejmste/16306

Chicago

Cardoso, Linda, João Pedro da Ponte, and Marisa Quaresma. "Lesson study in primary initial teacher education: Participants’ perspectives on potential and challenges". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 5 (2025): em2629. https://doi.org/10.29333/ejmste/16306

Harvard

Cardoso, L., da Ponte, J. P., and Quaresma, M. (2025). Lesson study in primary initial teacher education: Participants’ perspectives on potential and challenges. Eurasia Journal of Mathematics, Science and Technology Education, 21(5), em2629. https://doi.org/10.29333/ejmste/16306

MLA

Cardoso, Linda et al. "Lesson study in primary initial teacher education: Participants’ perspectives on potential and challenges". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 5, 2025, em2629. https://doi.org/10.29333/ejmste/16306