Publication: El desarrollo de Lesson Study
en Inglaterra en el siglo XXI 2000-2015
y el potencial de una Red Europea
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Date
2015
Authors
Dudley, Peter
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
Las Lesson Study (LS) se han venido desarrollando en el Reino
Unido desde 2001. En este artículo se ofrece una explicación
de cómo las LS han crecido en popularidad en el Reino
Unido —en particular en Inglaterra— a pesar de los cambios
radicales regresivos de las políticas gubernamentales en las
escuelas, el currículo y el desarrollo profesional de los docentes.
Desde la perspectiva del autor del artículo, la cronología
se divide en tres fases: un primer periodo exploratorio, ampliado
a nivel nacional en un segundo y, ahora, una fase de
desarrollo dentro del «libre mercado», que ha visto los cambios
más importantes en el sistema educativo de todo el siglo.
La última parte del artículo considera los pasos que se deben
dar para introducir las LS en el contexto actual europeo.
Lesson Study has been implemented in the UK since 2001. This article provides an account of how LS has continued to grow in popularity in the UK, particularly in England, despite radical reversals in government policy on schools, curriculum and teachers professional development. The author, who introduced LS to the UK, separates the timeline in three phases over the first 15 years of the century: an exploratory period later scaled up at a national level and, finally, a period of development in a «free market», which has seen the most significant changes in the school system of the century. The final section of the article considers the steps that need to be taken in order to introduce LS in the current European context.
Lesson Study has been implemented in the UK since 2001. This article provides an account of how LS has continued to grow in popularity in the UK, particularly in England, despite radical reversals in government policy on schools, curriculum and teachers professional development. The author, who introduced LS to the UK, separates the timeline in three phases over the first 15 years of the century: an exploratory period later scaled up at a national level and, finally, a period of development in a «free market», which has seen the most significant changes in the school system of the century. The final section of the article considers the steps that need to be taken in order to introduce LS in the current European context.
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