ABSTRACT
This article presents reflections from pre-school and early years teachers. The objective was to investigate the potential of the Lesson Study methodology in professional development. The intervention took place during the training meetings, using the methodology to improve pedagogical practices and insert technological and experimental resources. Four cycles were developed, which involved planning; application and observation; evaluation and replanning; and final evaluation of activities. For data collection, recordings of the meetings and one of the researcher’s field diary were used. It is noteworthy that the teachers evaluated the methodology as productive for the improvement of pedagogical practices. The research showed that the training helped in the conceptual gaps of the teachers, being promising for their professional development, as it instigates investigative and collaborative postures, encourages reflection and research in class and student learning.
KEYWORDS
Lesson Study; pre-school and early years; technological resources; experimental activities