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Abstract
This study analyses the interactions in post-lesson discussions in lesson studies of two groups of teachers who teach mathematics in elementary schools, as well as the factors that influence their development, aiming to understand how these interactions foster opportunities for professional learning. The qualitative and interpretative investigation was based on content analysis of transcripts from two post-lesson discussions. The results show a predominance of cumulative talk and occasional occurrences of exploratory talk, in which opportunities for learning were observed related to knowledge of teaching practice and knowledge of students and their learning processes. These opportunities are produced under specific discursive and interactional conditions, strongly influenced by the facilitator’s actions and contextual factors such as the participants’ professional culture. The findings indicate that professional learning opportunities require intentional facilitation, characterized by a guiding role that involves the deliberate use of specific and probing questions, references to lesson planning and classroom evidence, and other timely interventions that support exploratory interactions among teachers.
Keywords
- This study analyses the interactions in post-lesson discussions in lesson studies of two groups of teachers who teach mathematics in elementary schools
- as well as the factors that influence their development
- aiming to understand how these interactions foster opportunities for professional learning. The qualitative and interpretative investigation was based on content analysis of transcripts from two post-lesson discussions. The results show a predominance of cumulative talk and occasional occurrences of exploratory talk
- in which opportunities for learning were observed related to knowledge of teaching practice and knowledge of students and their learning processes. These opportunities are produced under specific discursive and interactional conditions
- strongly influenced by the facilitator’s actions and contextual factors such as the participants’ professional culture. The findings indicate that professional learning opportunities require intentional facilitation
- characterized by a guiding role that involves the deliberate use of specific and probing questions
- references to lesson planning and classroom evidence
- and other timely interventions that support exploratory interactions among teachers.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INT ELECT J MATH ED, Volume 21, Issue 2, May 2026, Article No: em0875
https://doi.org/10.29333/iejme/18137
Publication date: 01 Apr 2026
Online publication date: 15 Mar 2026
Article Views: 38
Article Downloads: 9
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