Thematic dossier: Lesson Study/estudos de aula in Mathematics teaching and teacher education.
Guest Editors: Adriana Richit (UFFS), Dario Fiorentini (Unicamp) e Regina Pina (UnB).
Lesson Study (LS), originated in Japan end of XIX Century, has become a relevant teaching learning and teachers professional development process, focused in the teaching practice in the classroom, based on collaborative reflexions and investigation with other teachers who share the teaching practice experience. This process achieved visibility in the West, around year 2.000, and since then educators and researchers started to develop experiences and researches to explore the possibilities of this approach to improve teacher professional practice and students learning quality. Currently, LS has conquered increased interest and influence in many countries in America, Europe and Africa, and also Asia and South-East Asia. It has had increased relevance in the international context as a promising approach for teachers professional development in different knowledge areas and teaching levels.
Although implementation of LS in Latin America and in Brazil is recent, dating from 15 years ago, there is already significant amount of studies and investigations regarding the experiences on using LS in the initial teacher education of mathematics teachers and the teachers professional development, especially on the latter. This fact motivated UnB and Unicamp to organize, in 2021, the I Seminário Internacional de Lesson Study no Ensino de Matemática (I SILSEM), and in 2023 the II SILSEM, in partnership with Universidade Federal da Fronteira Sul (UFFS).
The II SILSEM lectures, especially in the Roundtables and Conversation Circles, enabled researchers from around the world to present and discuss LS experiences, highlighting multiple ways of appropriation and cultural adaptation of LS to the local educational and cultural needs. This appropriation originated new nomenclature and versions of LS, such as Estudo da aula; estudio de clases; Lesson Study Híbrido, pesquisa de aula, etc.
Considering the richness of such presentations and discussions during II SILSEM, the event organizers and the scientific committee suggested the publication of a thematic dossier of articles about LS/Estudo de Aula in the mathematics teaching and teacher education, prioritizing contributions from lectures and speakers held on Roundtables and Conversation Circles of II SILSEM. The thematic dossier proposal was accepted by Zetetiké (Unicamp), Qualis A2.
This Dossier aims to gather a maximum of 15 articles from manuscripts presented in the Conferences, Roundtables and Conversation Circles that study and investigate the multiple use experiences and appropriation or cultural adaptation of Global Lesson Study in mathematics teaching and teacher education, in different context and realities around the world.
The article may be written in Portuguese, Spanish or English. In case its original language is Portuguese or Spanish, it is compulsory to provide an English translation after approval of the original version. The costs for translating the article are covered by the authors themselves. The author may choose to use the translation services indicated by the Zetetiké.
The text should follow APA style and the general guidelines available at: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/about/submissions, in the format defined by the Template of Zetetiké. The submission must include a declaration of the article originality.
Proposals must be sent via the submission platform: http://periodicos.sbu.unicamp.br/ojs/index.php/zetetike
Publication schedule of the Lesson Study Thematic Dossier:
- Deadline for submission of articles via the Zetetiké platform: 30th April 2024 (There will be no extension of the submission deadline).
- Double-blind peer review process: by 15th May
- Deadline for sending peer review results to authors: 30th May
- Deadline for submission of the final version of the article approved: 15th June
- Publication of the dossier (thematic issue): from May 2024 (by publishing articles on a rolling basis).
All submissions are double-blind peer reviewed. Each article will be initially screened by two appropriately qualified referees ad-hoc. The Guest Editors (organizers of this thematic dossier) will use these reviews when issuing the editorial decision. After the conditional article acceptance, the authors will have 25 days to submit the reviewed version, which will fulfil the requirements from the two qualified referees, and to provide an English translation, if the article’s original language is Portuguese or Spanish.
We would like to reiterate that Zetetiké publish the articles on a rolling basis. The full summary of the thematic dossier will be published together with an Editorial Preface which is written by the guest editors, being issued when the last article of this special issue is published.
The Guest Editors.
