Resumen The purpose of this paper is to explore the influence of Lesson Study on reconstructing students’ practical knowledge during initial training as prospecting teachers. This case study sets out the voice and opinions of a student taking part in a lesson study process. The aim was to further understand how the student’s opinions around teaching change both during and after her involvement in the different phases of Lesson Study. Information was obtained through semi-structured interviews, observations, photo and video records, document analysis and field diaries. We were also interested in understanding the student’s perception of the influence of mentoring and tutoring on her professional development while accompanying her in her reflection about teaching. The results show that Lesson Study, as a cooperative curriculum creation process, provides prospecting teachers with opportunities to build their identity as professionals within a network of peers in which they interact in order to learn together.

Palabras Clave lesson study; practical knowledge; tacit knowledge; pre-service teacher training; academic and professional practice; final degree project.

Autores-as Pérez Granados, L. , Alcaraz Salarirche, N. , Fernández Navas, M. y Postigo Fuentes, A. Y.

Revista Educational Action Research , Volumen 30 , Nº 3, pp. 1-18

¿Cómo citar? Pérez-Granados, L., Alcaraz-Salarirche, N., Fernández-Navas, M., y Postigo-Fuentes, A. Y. (2022). Action research through lesson study: a space for learning in initial teacher training. Educational Action Research, 30(3), 1-18. https://doi.org/10.1080/09650792.2022.2108473