In this article we trace a path that reports the work of Transposition of the Lesson Study (LS) from Eastern to Italian culture through the perspective given by the approach of Cultural Transposition. In it, the encounter with a culture different from one’s own is seen as a means capable of raising new and deeper reflections by teachers on their own educational habits and practices. We call ‘Italian Lesson Study’ (ILS) the product of this process: it is not established a priori, but depends on the requests to participants that the researchers, as teacher educators, have chosen to graft into it. In particular, we present 4 examples of ILS realized in different school grades (1,5,8,9), to highlight how each LS team responded to these requests through their design choices concerning the research Lesson and the critical reflections of the different participants. Starting from this description, in the conclusions we outline some common features and differences among the examples in order to highlight some more general reflections about the possible ways of implementing LS in cultures different from the Eastern ones.
Del Lesson Studies al Lesson Study italiano: un Proceso de Transposición Cultural From Lesson Studies to an Italian Lesson Study: a cultural transposition process
Arzarello F.
Co-primo
Membro del Collaboration Group
;Ramploud, A.Co-primo
Membro del Collaboration Group
2023-01-01
Abstract
In this article we trace a path that reports the work of Transposition of the Lesson Study (LS) from Eastern to Italian culture through the perspective given by the approach of Cultural Transposition. In it, the encounter with a culture different from one’s own is seen as a means capable of raising new and deeper reflections by teachers on their own educational habits and practices. We call ‘Italian Lesson Study’ (ILS) the product of this process: it is not established a priori, but depends on the requests to participants that the researchers, as teacher educators, have chosen to graft into it. In particular, we present 4 examples of ILS realized in different school grades (1,5,8,9), to highlight how each LS team responded to these requests through their design choices concerning the research Lesson and the critical reflections of the different participants. Starting from this description, in the conclusions we outline some common features and differences among the examples in order to highlight some more general reflections about the possible ways of implementing LS in cultures different from the Eastern ones.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
