Núm. 33 (2022): enero - junio
Artículos

LA INTERNACIONALIZACIÓN DEL LESSON STUDY: PRIMEROS ESTUDIOS Y SU RELEVANCIA EN LA LITERATURA POSTERIOR

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  • Gabriel Hervas
Gabriel Hervas
The University of Tokyo
DOI: https://doi.org/10.21555/rpp.v33i33.2397
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Publicado 2021-12-31 — Actualizado el 2021-12-31

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Hervas, G. (2021). LA INTERNACIONALIZACIÓN DEL LESSON STUDY: PRIMEROS ESTUDIOS Y SU RELEVANCIA EN LA LITERATURA POSTERIOR. Revista Panamericana De Pedagogía, (33). https://doi.org/10.21555/rpp.v33i33.2397

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Resumen

El lesson study (LS), frecuentemente traducido al español como «estudio de clases» o «estudio de lecciones», es una práctica de origen japonés relacionada con el desarrollo profesional del profesorado que, en la actualidad, es practicada en más de 30 países. La literatura sobre LS reconoce los trabajos de Stigler y Hiebert y de Yoshida (1999, ambos) como el origen de su internacionalización. Sin embargo, estudios previos describían su práctica y han permanecido mayoritariamente bajo el radar de la investigación sobre LS. Esta revisión histórica y documental de la literatura, arroja luz sobre estos estudios anteriores, describiendo el LS, analizando su relevancia bibliométrica, y descubriendo el primer uso de «lesson study», terminología adoptada en la literatura internacional.

Los resultados revelan –previamente a 1999– ocho estudios que describen el LS y más referencias indirectas ya en los años 80. El concepto de «lesson study» apareció por primera vez en 1997, pero aquí se analiza en relación con el empleo anterior de esa terminología. Los resultados también muestran que únicamente aquellos estudios escritos por autores, que luego han sido clave en el campo del LS, han recibido un alto número de citas. Estos resultados llaman la atención sobre la literatura relacionada con el LS poco citada, otorgándole reconocimiento en la historia internacional de este término para expandir nuestra visión actual sobre su práctica.

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Citas

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