Abstract
This article was developed within the scope of a lesson study carried out with two elementary school preservice teachers with specialization in Mathematics and Science. It intends to understand the perspectives and difficulties of preservice teachers during their participation in lesson study, regarding the preparation and leading of whole class discussions in exploratory classes. The investigation follows a qualitative and interpretative methodology, through which data were collected by observation and transcription of the various sessions of the lesson study, as well as by transcriptions of audio-recordings of initial and final interviews with the preservice teachers and also by document collection of the written reflections produced by the preservice teachers after the lesson study. The results show that, during the lesson study sessions, the preservice teachers consolidated their previous perspectives on preparing and leading whole class discussions. The most significant learning was related to the preparation of whole class discussions, namely adapting mathematical tasks and anticipating students’ work. Preservice teachers also valued the contribution of whole-class discussions to students’ learning, especially in situations of disagreement. Regarding difficulties, the preservice teachers, highlighted the anticipation of students’ strategies for solving tasks, the establishment of connections between students’ answers, and class time management.
Exploratory Approach; Whole-class discussion; Lesson Study; Initial Teacher Education