Facets of didactic suitability in in-service teachers and students for teaching, during the implementation of lesson study

Abstract

The purpose of this research project was to identify indicators of didactic suitability in the reflections of in-service teachers and student teachers of Mathematics, Language and Literature, and Chemistry, during the observation of the implementation of three lessons. It is a mixed research, under the interpretative paradigm. The population under study were 10 in-service teachers of Secondary Education of each subject (30), a 10th grade classroom of Secondary Education (30) and 10 students for fourth and fifth year teacher of each career (30). While a teacher from the research team taught the lesson, the MINED teachers as well as the student teachers observed. At the conclusion of each lesson, the teachers and paraprofessional students reflected on the implementation. The data are the observation guides and the transcripts of the video recordings of the lesson implementations. The written reflections were analyzed at the end of each cycle, through the use of Excel tables and spider charts, while selecting episodes from the reflections and lessons to take into account the qualitative part. The data obtained, indicate significant differences in the types of facets of Didactic Suitability in both in-service teachers and student teachers, however, there are some similar competencies.