LESSON STUDY AND THE APPLICATION OF THE TRIANGULAR PROPOSAL IN THE TRAINING OF ART TEACHERS IN BASIC EDUCATION
DOI:
https://doi.org/10.61164/rmnm.v1i3.3569Keywords:
Formação de Professores,Lesson Study,Proposta Triangular,Prática ReflexivaAbstract
Abstract
The article on "Lesson Study and the Application of the Triangular Proposal in the Training of Art Teachers in Basic Education" addresses the importance of collaborative methodologies in the professional development of educators. "Lesson Study" is highlighted as a strategy that promotes reflection on pedagogical practice, allowing teachers to plan, execute, and analyze lessons together. The triangular proposal, which connects practice, theory, and reflection, is used to structure the training of art teachers. This approach enables educators to integrate their practical experiences with theoretical knowledge, fostering a deeper and more meaningful learning process. The article emphasizes that this methodology not only enhances the training of teachers but also enriches the teaching-learning process, resulting in a more effective and contextualized education for students.In summary, the combination of Lesson Study with the triangular proposal proves to be a powerful tool for the continuous training of teachers, promoting an environment of collaboration and innovation in art education.
Keywords:, Lesson Study, Teacher Training , Reflective Practice,Triangular Proposal
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References
DAY, Christopher. Developing Teachers: The Challenges of Lifelong Learning. Falmer Press, 1999.
EISNER, Elliot W. The Arts and the Creation of Mind. New Haven: Yale University Press, 2002.
GARDNER, Howard. Multiple Intelligences: The Theory in Practice. New York: Basic Books, 1993.
PIMENTA, Sandra G. de A.; LIMA, Lenice P. de M. Formação de Professores: Saberes e Práticas. São Paulo: Cortez Editora, 2012.
SCHÖN, Donald A. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.
YOSHIDA, Masami. Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning. In: GROUWS, Douglas A. (Ed.). Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan, 2012.
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