Dra. Seckel-Santis, María

This study examines the impact of combining Lesson Study and the Didactic Suitability Criteria (DSC) for the development of teacher reflective skills. It involves six teachers in an Argentinean training program, spanning 15 virtual sessions over 5 months. Analysis of video recordings indicates significant improvement in reflective abilities, especially when using the DSC for lesson analysis. This approach enhances teaching quality and benefits student learning. The study suggests Lesson Study and the DSC are valuable tools for promoting collaboration and reflection among educators, particularly in math education. Further research with larger samples and long-term follow-up is recommended. This underscores the importance of integrating Lesson Study and the DSC in teacher training to enhance reflective competence and raise education quality.

The advance of society and technological development have led governments to transform their public policies in various areas, with a particular focus on the education system. In this context, many countries have focused their efforts on raising educational quality standards, especially in the development of digital competencies. This has generated the need to modify school curricula, incorporating Computational Thinking (CT) in areas such as mathematics. Several researches highlight the importance of providing tools to teachers to design meaningful pedagogical strategies that integrate mathematical thinking with CP, implementing innovative teaching practices that favor the development of skills in students. In line with these demands, the present research aims to design an instrument for the observation of mathematics classes that incorporate the PC through the programming of robots, in order to guide teaching reflection. The study is situated within an interpretive paradigm, with a mixed approach, and validates the content from both a quantitative and qualitative perspective. In conclusion, the instrument designed has proven to be a useful tool to guide teacher reflection, as it is structured in six key dimensions and has been validated in terms of clarity, coherence and relevance. However, the need was identified to add additional items to improve the sufficiency of some dimensions. Finally, a second validation process is suggested to ensure its reliability and applicability in different educational contexts.

This article discusses a qualitative case study involving eight mathematics teachers in Brazil. The study aimed to analyze the effectiveness of a training course that combined Lesson Study and Criteria of Didactical Suitability in developing reflective competence in teachers. Lesson Study is a professional development strategy that encourages teachers to collaborate and reflect on their teaching practices, while Criteria of Didactical Suitability is a tool that guides teachers’ reflection. The study aimed to evaluate the usefulness of Criteria of Didactical Suitability in enhancing reflection skills and to assess the participants’ perception of its usefulness. The analysis revealed that participating teachers improved their reflection skills, specifically by utilizing Criteria of Didactical Suitability more effectively in the third phase of the course. However, the study has limitations, such as being conducted virtually and in a specific context. Overall, this study highlights the potential of combining Lesson Study and Criteria of Didactical Suitability in developing reflective competence in teachers. Further research can explore the efficacy of this approach in different contexts.