ERIC Number: EJ1408473
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1476-7724
EISSN: EISSN-1476-7732
Freirean Dialogic Action in Brazilian Public Schools: A Lesson Study Contribution to Teacher Development
Globalisation, Societies and Education, v22 n1 p112-121 2024
Recalling Freire's lessons on education and teacher development, this study embraces the transformative power of dialogue. In the context of Brazilian public schools, where education faces challenges such as rigid curriculum prescriptions, the researchers implemented a Lesson Study cycle as a dialogic teacher development intervention. Despite constraints, it fostered a collaborative and dialogic space, enabling English teachers to share and reflect in formative interactions. This approach allowed for critical discussions, empowered teacher agency, and enhanced the quality of English teaching. Inspired by Freire's vision, dialogic Lesson Study proved to be a liberating experience for teachers, promoting active and meaningful practices.
Descriptors: Foreign Countries, Public Schools, Faculty Development, Language Teachers, Teacher Improvement, Teacher Collaboration, Communities of Practice
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil
Grant or Contract Numbers: N/A