{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,4]],"date-time":"2025-12-04T14:48:50Z","timestamp":1764859730232,"version":"3.40.4"},"reference-count":33,"publisher":"Modestum Ltd","issue":"5","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["EURASIA J Math Sci Tech Ed"],"published-print":{"date-parts":[[2025,5,1]]},"abstract":"<jats:p xml:lang=\"en\">Our aim is to identify the participants\u2019 perspective about the potential and challenges of using mathematics lesson study (LS) in initial teacher education (ITE) of preservice primary teachers. We present two lesson studies and analyze the perspective of preservice teachers and teacher educators. The results suggest diverse kinds of potential and challenges. This research provides new insights about using LS in ITE and aspects to be considered by teacher educators who wish to use this formative process, particularly: constitution of the working groups, methodology and approach of the sessions, research lesson, assessment, collaboration, presentation of the process and duration.<\/jats:p>","DOI":"10.29333\/ejmste\/16306","type":"journal-article","created":{"date-parts":[[2025,5,1]],"date-time":"2025-05-01T07:46:02Z","timestamp":1746085562000},"page":"em2629","source":"Crossref","is-referenced-by-count":1,"title":["Lesson study in primary initial teacher education: Participants\u2019 perspectives on potential and challenges"],"prefix":"10.29333","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3661-2714","authenticated-orcid":false,"given":"Linda","family":"Cardoso","sequence":"first","affiliation":[{"name":"Instituto de Educa\u00e7\u00e3o da Universidade de Lisboa, Lisbon, PORTUGAL"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6203-7616","authenticated-orcid":false,"given":"Jo\u00e3o Pedro","family":"da Ponte","sequence":"additional","affiliation":[{"name":"Instituto de Educa\u00e7\u00e3o da Universidade de Lisboa, Lisbon, PORTUGAL"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0861-6016","authenticated-orcid":false,"given":"Marisa","family":"Quaresma","sequence":"additional","affiliation":[{"name":"Instituto de Educa\u00e7\u00e3o da Universidade de Lisboa, Lisbon, PORTUGAL"}]}],"member":"11882","reference":[{"key":"490343","doi-asserted-by":"crossref","unstructured":"Baldry, F., & Foster, C. (2019). Lesson study partnerships in initial teacher education. In P. Wood, D. L. S. Larssen, N. Helgevold, & W. Cajkler (Eds.), Lesson study in initial teacher education: Principles and practices (pp. 147-160). Emerald. https:\/\/doi.org\/10.1108\/978-1-78756-797-920191011","DOI":"10.1108\/978-1-78756-797-920191011"},{"key":"490344","unstructured":"Bardin, L. (1977). An\u00e1lise de conte\u00fado [Content analysis]. Edi\u00e7\u00f5es 70."},{"key":"490345","doi-asserted-by":"crossref","unstructured":"Baumfield, V., Bethel, A., Boyle, C., Katene, W., Knowler, H., Koutsouris, G., & Norwich, B. (2022). How lesson study is used in initial teacher education: An international review of literature. Teacher Development, 26(3), 356-372. https:\/\/doi.org\/10.1080\/13664530.2022.2063937","DOI":"10.1080\/13664530.2022.2063937"},{"key":"490346","doi-asserted-by":"crossref","unstructured":"Bieda, K. N., Cavanna, J., & Ji, X. (2015). Mentor-guided lesson study as a tool to support learning in field experiences. Mathematics Teacher Educator, 4(1), 20-31. https:\/\/doi.org\/10.5951\/mathteaceduc.4.1.0020","DOI":"10.5951\/mathteaceduc.4.1.0020"},{"key":"490347","doi-asserted-by":"crossref","unstructured":"Cajkler, W., Wood, P., Norton, J., & Pedder, D. (2013). Lesson study: Towards a collaborative approach to learning in initial teacher education? Cambridge Journal of Education, 3(4), 537-554. https:\/\/doi.org\/10.1080\/0305764X.2013.834037","DOI":"10.1080\/0305764X.2013.834037"},{"key":"490348","doi-asserted-by":"crossref","unstructured":"Duarte, N. G., Ponte, J. P., & Pinto, H. G. (2023). O contributo do estudo de aula na prepara\u00e7\u00e3o e condu\u00e7\u00e3o da discuss\u00e3o coletiva: Perspetivas e dificuldades de duas futuras professoras dos anos iniciais [The contribution of lesson study in the preparation and conduct of collective discussion: Perspectives and difficulties of two future teachers of the initial years]. BOLEMA, 37(77), 1192-1213. https:\/\/doi.org\/10.1590\/1980-4415v37n77a13","DOI":"10.1590\/1980-4415v37n77a13"},{"key":"490349","doi-asserted-by":"crossref","unstructured":"Duarte, N. G., Ponte, J. P., & Pinto, H. G. (2024). Estudo de aula como promotor do desenvolvimento do conhecimento de futuros professores sobre prepara\u00e7\u00e3o de aulas [Lesson study as a promoter of the development of future teachers\u2019 knowledge about lesson preparation]. AIEM\u2013Avances de Investigaci\u00f3n en Educaci\u00f3n Matem\u00e1tica, 26, 21-39. https:\/\/doi.org\/10.35763\/aiem26.5428","DOI":"10.35763\/aiem26.5428"},{"key":"490350","unstructured":"Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 119-161). MacMillan."},{"key":"490351","doi-asserted-by":"crossref","unstructured":"Fern\u00e1ndez, M. L., & Zilliox, J. (2011). Investigating approaches to lesson study in prospective mathematics teacher education. In L. C. Hart, A. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 85-102). Springer. https:\/\/doi.org\/10.1007\/978-90-481-9941-9_7","DOI":"10.1007\/978-90-481-9941-9_7"},{"key":"490352","unstructured":"Fujii, T. (2014). Implementing Japanese lesson study in foreign countries: Misconceptions revealed. Mathematics Teacher Education and Development. 16(1), 65-83."},{"key":"490353","doi-asserted-by":"crossref","unstructured":"Hourigan, M., & Leavy, A. (2019). Learning from teaching: Pre-service primary teachers\u2019 perceived learning from engaging in formal lesson study. Irish Educational Studies, 38, 283-308. https:\/\/doi.org\/10.1080\/03323315.2019.1613252","DOI":"10.1080\/03323315.2019.1613252"},{"key":"490354","doi-asserted-by":"crossref","unstructured":"Jorgensen, D. L. (1989). Participant observation: A methodology for human studies. SAGE. https:\/\/doi.org\/10.4135\/9781412985376","DOI":"10.4135\/9781412985376"},{"key":"490355","doi-asserted-by":"crossref","unstructured":"Kanellopoulou, D., & Darra, M. (2019). Benefits, difficulties and conditions of lesson study implementation in basic teacher education: A review. International Journal of Higher Education, 8(4), 18-35. https:\/\/doi.org\/10.5430\/ijhe.v8n4p18","DOI":"10.5430\/ijhe.v8n4p18"},{"key":"490356","doi-asserted-by":"crossref","unstructured":"Lamb, P., & Ko, P. Y. (2016). Case studies of lesson and learning study in initial teacher education programmes. International Journal for Lesson and Learning Studies, 5(2), 78-83. https:\/\/doi.org\/10.1108\/IJLLS-02-2016-0005","DOI":"10.1108\/IJLLS-02-2016-0005"},{"key":"490357","doi-asserted-by":"crossref","unstructured":"Larssen, D., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., Wood, P., Baldry, F., Jakobsen, A., Bugge, H., N\u00e6sheim-Bj\u00f8rkvik, G., & Norton, J. (2018). A literature review of lesson study in initial teacher education: Perspectives about learning and observation. 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In Proceedings of the 5th East Asia Regional Conference on Mathematics Education (vol. 2, pp. 140-147). EARCOME."},{"key":"490361","doi-asserted-by":"crossref","unstructured":"Martins, M., Ponte, J. P., & Mata-Pereira, J. (2023). Learning to promote students\u2019 mathematical reasoning: Lesson study contributions in initial teacher education. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), Article em2255. https:\/\/doi.org\/10.29333\/ejmste\/13127","DOI":"10.29333\/ejmste\/13127"},{"key":"490362","doi-asserted-by":"crossref","unstructured":"Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L. C. Hart, A. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education: Learning together (pp. 1-12). Springer. https:\/\/doi.org\/10.1007\/978-90-481-9941-9_1","DOI":"10.1007\/978-90-481-9941-9_1"},{"key":"490363","unstructured":"Ponte, J. P. (2005). Gest\u00e3o curricular em Matem\u00e1tica [Gest\u00e3o curricular em Matem\u00e1tica]. In GTI (Ed.). O professor e o desenvolvimento curricular (pp. 11\u201334). APM."},{"key":"490364","doi-asserted-by":"crossref","unstructured":"Ponte, J. P., Quaresma, M., Mata-Pereira, J., & Baptista, M. (2016). O estudo de aula como processo de desenvolvimento profissional de professores de Matem\u00e1tica [Lesson study as a process of professional development for Mathematics teachers]. Bolema, 30(56). https:\/\/doi.org\/10.1590\/1980-4415v30n56a01","DOI":"10.1590\/1980-4415v30n56a01"},{"key":"490365","doi-asserted-by":"crossref","unstructured":"Ponte, J. P. (2017). Lesson studies in initial mathematics teacher education. International Journal for Lesson and Learning Studies, 6(2), 169-181. https:\/\/doi.org\/10.1108\/IJLLS-08-2016-0021","DOI":"10.1108\/IJLLS-08-2016-0021"},{"key":"490366","doi-asserted-by":"crossref","unstructured":"Quaresma, M., & Ponte, J. P. (2017). Participar num estudo de aula: A perspetiva dos professores [Participating in a lesson study: The teachers\u2019 perspective]. Boletim GEPEM, 71. https:\/\/doi.org\/10.4322\/gepem.2017.039","DOI":"10.4322\/gepem.2017.039"},{"key":"490367","doi-asserted-by":"crossref","unstructured":"Quaresma, M., & Ponte, J. P. (2021). Developing collaborative relationships in lesson studies. PNA Revista de Investigaci\u00f3n en Did\u00e1ctica de la Matem\u00e1tica, 15(2), 93-107.","DOI":"10.30827\/pna.v15i2.16487"},{"key":"490368","doi-asserted-by":"crossref","unstructured":"Schipper, T. M., Goei, S. L., Van Joolingen, W. R., Willemse, T. M., & Van Geffen, E. C. (2020). Lesson study in Dutch initial teacher education explored: Its potential and pitfalls. International Journal for Lesson and Learning Studies, 9(4), 351-365. https:\/\/doi.org\/10.1108\/IJLLS-04-2020-0018","DOI":"10.1108\/IJLLS-04-2020-0018"},{"key":"490369","doi-asserted-by":"crossref","unstructured":"Seleznyov, S. (2019). 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Conhecimento matem\u00e1tico de futuros professores: Aprendizados realizados num estudo de aula [Mathematical knowledge of future teachers: Learnings made in a classroom study]. 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