THE IMPACT OF THE LESSON STUDY METHOD ON TEACHER EDUCATION: A COLLABORATIVE APPROACH

Abstract

This article explores the relationship between the Lesson Study method and teacher training in basic education, highlighting the importance of collaborative and reflective practices for teacher professional development. Teacher education faces significant challenges, including the need for constant updating and adaptation to new educational demands. Lesson Study, an approach that involves the planning, observation and collective analysis of classes, has proven to be an effective strategy to promote the improvement of pedagogical practices. Through a literature review, this study examines the characteristics of the Lesson Study and its implementation in educational contexts. The research was carried out with teachers from different disciplines, using qualitative methods such as interviews and observations. The results indicate that Lesson Study not only enhances teachers' pedagogical skills, but also strengthens collaboration among colleagues and fosters a culture of continuous learning. Thus, the Lesson Study represents a promising approach to teacher training in basic education, contributing to a more reflective and adaptive teaching practice. Recommendations are made for the wider adoption of this methodology in educational institutions, as well as suggestions for future research in the field of teacher training.