{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,23]],"date-time":"2026-02-23T18:51:08Z","timestamp":1771872668540,"version":"3.50.1"},"reference-count":18,"publisher":"Emerald","issue":"3","license":[{"start":{"date-parts":[[2024,5,2]],"date-time":"2024-05-02T00:00:00Z","timestamp":1714608000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["IJLLS"],"published-print":{"date-parts":[[2024,7,17]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>This paper focuses on prospective teachers\u2019 (PTs) participation in a lesson study (LS) that prompted them to research their own practice. We seek to describe the dimensions of PTs\u2019 knowledge of student learning developed during the process and the LS features fostering it.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>The participants were two PTs, a teacher educator, a cooperating teacher and a researcher. The LS was integrated into a Portuguese initial elementary teacher education program. Following a qualitative approach, we used participant observation.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>The PTs developed their knowledge of students\u2019 learning of the concept of area in four dimensions: theories; students\u2019 interests and expectations; ways students interact with the content and students\u2019 strengths and weaknesses in learning the concept. To support this development, the LS design considered follow-up sessions and emphasised collaborative work.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>This study focuses on PTs researching their practice and disseminating the results, which has been overlooked in previous research of LS with PTs. The results highlight the potential of LS to motivate PTs to research their practice and emphasise the importance of involving them in disseminating LS results.<\/jats:p><\/jats:sec>","DOI":"10.1108\/ijlls-08-2023-0110","type":"journal-article","created":{"date-parts":[[2024,4,30]],"date-time":"2024-04-30T02:38:15Z","timestamp":1714444695000},"page":"163-175","source":"Crossref","is-referenced-by-count":3,"title":["Researching on practice through lesson study: developing prospective teachers\u2019 knowledge of\u00a0student learning"],"prefix":"10.1108","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6699-9652","authenticated-orcid":false,"given":"Raquel","family":"Vieira","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6203-7616","authenticated-orcid":false,"given":"Jo\u00e3o Pedro da","family":"Ponte","sequence":"additional","affiliation":[]}],"member":"140","published-online":{"date-parts":[[2024,5,2]]},"reference":[{"key":"key2024082616345729700_ref001","doi-asserted-by":"crossref","unstructured":"\u00c1lvarez, M.N., Angelini, M.L., L\u00f3pez-Lull, I. and Tasso, C. (2019), \u201cStudent-teachers\u2019 written reports about their own learning processes from lesson study\u201d, in Wood, P., Larssen, D.L.S., Helgevold, N. and Cajkler, W. (Eds), Lesson Study in Initial Teacher Education: Principles and Practices, Emerald, pp.\u00a0119-132, doi: 10.1108\/978-1-78756-797-920191009.","DOI":"10.1108\/978-1-78756-797-920191009"},{"issue":"5","key":"key2024082616345729700_ref002","doi-asserted-by":"publisher","first-page":"389","DOI":"10.1177\/0022487108324554","article-title":"Content knowledge for teaching","volume":"59","year":"2008","journal-title":"Journal of Teacher Education"},{"key":"key2024082616345729700_ref003","volume-title":"Qualitative Research for Education: An Introduction to Theory and Methods","year":"2007"},{"issue":"3","key":"key2024082616345729700_ref004","doi-asserted-by":"publisher","first-page":"236","DOI":"10.1080\/14794802.2018.1479981","article-title":"The mathematics teacher's specialised knowledge(MTSK) model","volume":"20","year":"2018","journal-title":"Research in Mathematics Education"},{"issue":"3","key":"key2024082616345729700_ref005","doi-asserted-by":"publisher","first-page":"295","DOI":"10.1080\/02619768.2021.1919080","article-title":"Defining teaching quality around the world","volume":"44","year":"2021","journal-title":"European Journal of Teacher Education"},{"issue":"2","key":"key2024082616345729700_ref006","doi-asserted-by":"publisher","first-page":"8","DOI":"10.24844\/em3202.01","article-title":"El Conocimiento Did\u00e1ctico del Contenido: bases te\u00f3ricas y metodol\u00f3gicas para su caracterizaci\u00f3n como parte del conocimiento especializado del profesor de matem\u00e1ticas","volume":"32","year":"2020","journal-title":"Educaci\u00f3n Matem\u00e1tica"},{"key":"key2024082616345729700_ref007","doi-asserted-by":"crossref","unstructured":"Fujii, T. 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