PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO CARMEM SILVIA DE SOUZA LIMA LESSON STUDY AND THE CONSTRUCTIONIST, CONTEXTUALIZED, AND MEANINGFUL APPROACH FOR INITIAL TEACHER EDUCATION Presidente Prudente – SP 2024 CARMEM SILVIA DE SOUZA LIMA LESSON STUDY AND THE CONSTRUCTIONIST, CONTEXTUALIZED, AND MEANINGFUL APPROACH FOR INITIAL TEACHER EDUCATION Tese de Doutorado apresentada ao Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP/Campus de Presidente Prudente, como exigência parcial para obtenção do título de Doutora em Educação. Orientador: Prof. Dr. Klaus Schlünzen Junior Coorientadora: Profª. Drª. Alexandra Okada Presidente Prudente - SP 2024 I dedicate this journey to my dad (in memoriam), who provided eternal love, support, and inspiration. ACKNOWLEDGEMENTS Gratitude is an act of such sublime value that allows us to transcend our ‘selves’ and recognize that we live in permanent interdependence with others. Therefore, I acknowledge that reaching this milestone was made possible through establishing meaningful connections, encountering the deepest respect, and being gifted with pathways that allowed me to make choices and experience blessings far beyond what I could have ever asked for or imagined. First and foremost, I would like to thank God, who meticulously designed all the complexities of the human being and enables us to advance in knowledge. As the primary author of contextualized inclusive learning, His teachings always stemmed from the interests of those around Him, raising questions related to their context. He is an expert in mediating learning by bridging what people knew from law (theory) to their experiences. By activating learners’ prior knowledge and guiding them to comprehend new concepts, He ensured that learning was meaningful. Thousands of years later, His invitation to reflection, new understandings, and transformations remains relevant. May He be pleased with my efforts as a sweet and pleasing aroma. To my mother, whose presence is caring, soothing, and wise, who has always been a model of integrity and humility and never spared any effort to help me achieve my dreams, thank you for being my endless and unconditional source of love. To my lovely daughters, Beatriz and Leticia, whose paths I try to guide so that their choices become increasingly self-regulated and secure. Thank you for the warm hugs, even when you suffered from my absence. I know you understood that this period would be temporary, although necessary for the growth of our whole family. May you use this as an inspiration to persevere and achieve your lifetime goals. To my dear brother Carlos Eduardo and his beautiful family, Lea and Pedro Henrique, thank you for your constant love, generosity, and support. Your presence fills our lives with joy and strength. With heartfelt gratitude, I cherish each of you dearly. To the best advisors, Dr. Klaus and my unofficial but always crucial co-supervisor, Dr. Elisa. You are my role models of what inclusivity is all about. You have never been concerned about having a doctoral thesis ready to be defended by a PhD candidate; rather, you have always cared about having a PhD candidate ready to defend a thesis. And in doing so, you have both. The process over the result. What is meaningful over what is apparent. Joy over exhaustion. Sharing over adding. You not only advocate for a CCM world, but you also provide us with a CCM environment. What a valuable combo! (internal comment). To the quickest-witted co-supervisor I could ever have, Dr. Alexandra Okada, you opened the doors of a new foreign experience at the Open University, UK. That alone would be the reason to express my profound gratitude. But you also opened the doors of your home, family, projects, science, and, more importantly, your heart. I am endlessly grateful for your generosity and all the lessons you shared. I do hope we have just started! To Dr. Sean Bracken, who introduced me to the entire world of Lesson Study premises. Little did I know how much those words would change the perspective of this investigation. You have been with me since the beginning of my Lesson Study journey, generously sharing your expertise and contributing to the construction of this thesis. Your guidance and support have been invaluable. Hopefully, there will be much more ahead in the UK, Brazil, or elsewhere. To Dr. Adriana Richit, an expert in Lesson Study in Brazil, whose commitment to collaboration and sharing experience and knowledge has demonstrated that Lesson Study is a feasible and promising approach to teacher education in our country. Her enthusiasm in leading the SILSEM, the International Seminar on Lesson Study in Teaching Mathematics in Brazil, clearly demonstrates her pedagogical vision and practical efforts to improve the quality of education. Thank you deeply for being with me on my journey. To Dr. Cícera Malheiro, whose presence is always full of creativity and practical solutions. Your contributions are as accurate as a doctor’s scalpel and make me reflect on what I had not even thought of. Your strong viewpoint in science contributes to making the investigation a more valid endeavor, shedding light on new perspectives and pushing the boundaries of knowledge. It is an honor to count on your contributions and friendship. To Dr. Lanuti, whose scientific work has been relevant and innovative. Your writings have influenced my thoughts on various aspects, instigating me to reflect on my stance as a teacher, researcher, and person. Whenever I read your statements about the need to restructure schools, I interpret it as a personal call for self-improvement: 'Carmem, you need to be restructured.' Then, I find myself compelled to read more and more. I am deeply grateful for your acceptance of our invitation to join me on my journey of discovery. I wish to express my gratitude to all the Graduate Program in Education teachers at UNESP, whom I have met while building my new self and whom I have encountered in other journeys over time. I joyfully recognize that ‘teachers affect eternity, and no one can say where it stops.’ Perhaps it is because it never stops! Similarly, my thanks extend to the technical staff of the graduation section, who always assisted me promptly and made themselves available to address any difficulties. Warm thanks go to my colleagues and partners in the CPIDES family who have shared their journeys, challenges, and learning. Our collaborative learning process impacted my growth significantly. In particular, thank you, Daniela Jordan and Ana Paula Zanelato, for your presence, availability, hard work, partnership, knowledge, and invaluable advice throughout these years. Thank you, Paula Castro, for your precious ‘virtual’ presence in my life and striking partnership in science. I admire your ability to make everything easy and clear. Your thoughts and perspectives on Lesson Study experiences have added crucial nuance and depth. Thank you, Fernando Pinto and Diego Ceccato, for your time, consideration, and active involvement in this research. You exceeded all my expectations and demonstrated the effectiveness of Lesson Study in our context. I could not have done it better! Thank you, Caroline Santana, for your serenity and generosity in sharing knowledge and supporting me whenever I reached out. This journey would not have been the same without all of you. Also, I wish to thank the incredible Brazilian friends I made in England during my doctoral sandwich program. Fernanda Goulart, words will never be enough to say how much your life has impacted mine. Your and Luiza´s companionship and support in Europe made all the difference in that journey. Ariadne Milton and Claudia Retchpaul, generous souls living in this world, held my hand and supported me in every necessity in England. You cared much more about me and my daughter than I deserved, making us feel appreciated and pampered. Your presence throughout that journey has meant a great deal to me. I cannot wait to meet you all again. I thank the student teachers participating in this research for their trust, collaboration, engagement, and willingness to share their new learnings and concerns. I hope you become the educators who contribute to making education the better place we aspire to be. Additionally, as all events contribute to reading the context, I thank those who declined to participate. Their thoughts on conceptions and worldviews regarding various aspects of education also contribute to my understanding. Science is constructed through debate and dialogue. This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Finance Code 001. I also thank CAPES for funding my doctoral sandwich program with resources provided through the CAPES-Print program. And “knowing how way leads on to way” (from Robert Frost's poem The Road Not Taken), I embark on this journey with gratitude for the paths I have traveled and look forward to the ones yet to unfold! Escolas e professores: proteger, transformar, valorizar Proteger… porque as escolas são lugares únicos de aprendizagem e de socialização, de encontro e de trabalho, de relação humana, e precisam de ser protegidas para que os seres humanos se eduquem uns aos outros. Transformar… porque as escolas precisam de mudanças profundas, nos seus modelos de organização e de funcionamento, nos seus ambientes educativos, para que alu- nos e professores possam construir juntos processos de aprendizagem e de educação. Valorizar… porque as escolas são espaços imprescindíveis para a formação das novas gerações e nada substitui o trabalho de um bom professor, de uma boa professora, na capacidade de juntar o saber e o sentir, o conhecimento e as emoções a cultura e as histórias pessoais. António Nóvoa (2022, p. 6) Schools and teachers: protect, transform, value Protect... because schools are unique places of learning and socialization, of encounters and work of human relationships, and they need to be protected so that human beings can educate each other. Transform... because schools need profound changes in their organizational and operational models and educational environments so that students and teachers can build learning and education processes together. Value... because schools are indispensable spaces for the formation of new generations, and nothing replaces the work of a good teacher, of a good professor, in the ability to bring together understanding and feeling, knowledge and emotions, culture and personal stories. António Nóvoa (2022, p. 6, our translation) ABSTRACT Lesson Study and the Constructionist, Contextualized, and Meaningful Approach for Initial Teacher Education This research, conducted at the Graduate Program in Education at São Paulo State University (UNESP), Faculty of Sciences and Technology, Presidente Prudente, Brazil, is affiliated with the research line Formative Processes, Teaching, and Learning. The primary objective was to analyze the creation, implementation, and evaluation processes of a proposal for the initial teacher education. The focus was exploring how the interconnectedness of the Lesson Study (LS) methodology and the Constructionist, Contextualized, and Meaningful (CCM) approach can promote meaningful, collaborative, and inclusive educational practices. The research followed a qualitative exploratory descriptive methodological approach and was structured into four articles presented in a multi-paper format. The first article delved into the academic literature on the distinctive features of LS practices, assessed the cultural influences impacting LS implementation, and analyzed challenges hindering the successful application of LS in international contexts. The results demonstrated that time constraints, financial support, searching for quick results, and including knowledgeable others were critical to consider when introducing LS to a new context. The second article examined the contemporary concept of inclusion by revising international research literature on LS in inclusive settings. It explored the potential applicability of the CCM approach to establish improved conditions for inclusive education in conjunction with LS. The findings showed that LS exhibited commonalities with the CCM approach, fostering teacher collaboration for effective professional development and emphasizing the importance of students' voices in enhancing and transforming teaching practices for inclusion. The third article mapped out and explored the academic literature on the principal themes and issues influencing LS's development in Brazil. This study recommended refining research objectives for greater specificity, explicit identification of the adopted LS model, inclusion of knowledgeable others or external advisors, transparent sharing of encountered challenges, and wider dissemination of LS study experiences and outcomes to reach a broader audience. The fourth article explored whether participation in the Microteaching Lesson Study (MLS), underpinned by the CCM approach, facilitates collaborative learning and practical experiences toward inclusive education for student teachers. The results demonstrated a robust framework with principles and procedures aimed at improving the initial training of future teachers, including authentic teaching experience, enhanced collaborative learning, increased ability to reframe original teaching concepts, enhanced confidence in teaching skills, higher levels of understanding of student needs and effective teaching strategies, and increased awareness of theory and practice integration and inclusivity. We argue that teacher-preparation programs should engage students in collaborative reflective MLS experience and provide them with opportunities to build a professional knowledge base for teaching. The absence of innovative, active, reflective, collaborative, practical, and sustainable methodologies from the beginning of teacher training can result in difficulties when trying to restructure the school in search of new meanings about what it means to teach and learn, including everyone, without distinctions. We posit that LS, underpinned by the CCM approach, focuses not only on teacher learning or student achievement. It is centered on life. Finally, this thesis offers several recommendations for future research, including a more thorough investigation into whether MLS influences participants in the first cycle of in-service teaching and helps shape their identity. Keywords: Teaching Methodology; Higher Education; Collaborative Learning; Inclusive Education; Microteaching. RESUMO Lesson Study e a Abordagem Construcionista, Contextualizada e Significativa na Formação Inicial de Professores Esta pesquisa, conduzida no Programa de Pós-Graduação em Educação da Universidade Estadual Paulista (UNESP), Faculdade de Ciências e Tecnologia, Presidente Prudente, Brasil, pertence à linha de pesquisa Processos Formativos, Ensino e Aprendizagem. O objetivo geral foi analisar os processos de criação, implementação e avaliação de uma proposta para a formação inicial de professores e explorar como a interconexão da metodologia Lesson Study (LS) e a abordagem Construcionista, Contextualizada e Significativa (CCS) podem promover práticas educacionais significativas, colaborativas e inclusivas. A pesquisa seguiu uma abordagem metodológica qualitativa exploratória descritiva e foi estruturada em quatro artigos, sendo apresentada em formato multipaper. O primeiro artigo explorou a literatura acadêmica sobre as características distintivas das práticas de LS em diversos contextos, avaliou as influências culturais que impactam a implementação do LS e analisou os desafios que dificultam a aplicação bem-sucedida do LS em contextos internacionais. Os resultados demonstraram que restrições de tempo, apoio financeiro, busca por resultados rápidos e inclusão de especialistas foram aspectos críticos que devem ser considerados ao introduzir o LS em um novo contexto. O segundo artigo examinou o conceito contemporâneo de inclusão na literatura internacional sobre LS em contextos inclusivos e explorou a potencial aplicabilidade da abordagem CCS para estabelecer melhorias na educação inclusiva em conjunto com o LS. O estudo argumenta que a interconexão do LS e da abordagem CCS pode aprimorar as práticas de ensino inclusivas, promovendo uma educação que atenda às diversas necessidades de aprendizagem de todos os estudantes em ambientes educacionais inclusivos. O terceiro artigo mapeou e explorou a literatura acadêmica sobre os principais temas que influenciam o desenvolvimento do LS no Brasil. Este estudo recomenda o refinamento dos objetivos de pesquisa para maior especificidade; identificação explícita do modelo de LS adotado; inclusão de especialistas; compartilhamento transparente dos desafios encontrados; e maior disseminação dos resultados de LS para alcançar um público mais amplo. O quarto artigo investigou se a participação no Microteaching Lesson Study (MLS), fundamentado pela abordagem CCM, facilita a aprendizagem colaborativa e experiências práticas voltadas para a educação inclusiva de futuros professores. Este estudo gerou um quadro robusto com princípios e procedimentos voltados para a melhoria da formação inicial de professores. Argumentamos que os programas de formação de professores devem envolver os estudantes em experiências colaborativas e reflexivas de MLS e proporcionar-lhes oportunidades para construir uma base de conhecimento profissional para o ensino. A ausência de metodologias inovadoras, ativas, reflexivas, colaborativas, práticas e sustentáveis desde o início da formação de professores pode resultar em dificuldades ao tentar reestruturar a escola em busca de novos significados sobre o que significa ensinar e aprender, incluindo a todos, sem distinções. Postulamos que o LS não se concentra apenas na aprendizagem significativa do professor ou no desempenho do estudante, mas está centrado na vida. Finalmente, esta tese oferece recomendações para futuras pesquisas, incluindo uma investigação mais aprofundada sobre o potencial uso do MLS para influenciar os futuros professores no primeiro ciclo de ensino em serviço e auxiliá-los a moldar sua identidade. Palavras-chave: Metodologia de Ensino; Ensino Superior; Aprendizagem Colaborativa; Educação Inclusiva; Microteaching. ACADEMIC TRAJECTORY, INTRODUCTION AND OUTLINE OF THE THESIS LIST OF FIGURES Figure 1 - Collaborative stages of the Lesson Study professional development methodology 32 LIST OF TABLES Table 1 - Collaborative stages of the Lesson Study professional development methodology 33 Table 2 - Methodological procedures in research articles 45 Table 3 - Organization of the Lesson Study (LS) groups participating in the research 48 LIST OF ACRONYMS B.A. - Bachelor of Arts CPE - Cambridge Proficiency Exam CEFR - Common European Framework of Reference for Languages LS - Lesson Study API - Potentiating Environments for Inclusion CCM - Constructionist, Contextualized, and Meaningful approach CCS - Abordagem Construcionista, Contextualizada Significativa UK - United Kingdom OECD - Organization for Economic Co-Operation and Development SDGs - United Nations Sustainable Development Goals UNESCO - United Nations Educational, Scientific and Cultural Organization ITE - Initial Teacher Education PRISMA - Preferred Reporting Items for Systematic Reviews and Meta-Analyses ERIC - Educational Information and Resource Center REDIB - Red Iberoamericana de Innovación y Conocimiento Científico SciELO - Scientific Electronic Library Online MLS - Microteaching Lesson Study TIMSS - Third International Mathematics and Science Study THIRD ARTICLE LESSON STUDY IDENTITY IN THE BRAZILIAN EDUCATIONAL CONTEXT: A SCOPING REVIEW LIST OF FIGURES Figure 1 - PRISMA–ScR Flow Diagram for the scoping review process 67 Figure 2 - Time evolution of the publications in the corpus 68 Figure 3 - Distribution of terms based on the frequency of their occurrence in the included studies: (a) Abstracts, (b) Keywords, (c) References 78 Figure 4 - Dendrogram with the organization of classes based on the Descending Hierarchical Classification (CHD) 80 Figure 5 - Similitude analysis of co-occurrence in terms of the corpus 87 LIST OF TABLES Table 1 - Databases, filters, and search strings used in the search strategies and number of publications retrieved 64 Table 2 - Descriptive summary of the relevant studies 70 LIST OF ACRONYMS LS - Lesson Study FOURTH ARTICLE MICROTEACHING LESSON STUDY: PREPARING STUDENT TEACHERS TO PROMOTE INCLUSIVE EDUCATION LIST OF FIGURES Figure 1 - The Constructionist, Contextualized, and Meaningful (CCM) approach framework 100 Figure 2 - Outline of the Microteaching Lesson Study (MLS) process 108 Figure 3 - Peer students displaying artwork inspired by the regional Brazilian literature called Cordel 140 Figure 4 - Peer students collaboratively construct a large panel to illustrate the story's setting discussed in the research lesson 141 Figure 5 - Peer students constructing their learning resource and their final work disposed of in the classroom 142 LIST OF TABLES Table 1 - Organization of the Microteaching Lesson Study (MLS) groups participating in the research………………………………………………107 Table 2 - Research Lesson Study context and activities proposed by the Microteaching Lesson Study (MLS) groups 109 Table 3 - Data produced in each Microteaching Lesson Study (MLS) step 113 LIST OF GRAPHS Graph 1 - Key aspects in the MLS learning journey according to student teachers’ perceptions 125 LIST OF ACRONYMS LS - Lesson Study FINAL THOUGHTS AND PERSPECTIVES LIST OF ACRONYMS CCM - Constructionist, Contextualized, and Meaningful approach LS - Lesson Study UNESCO - United Nations Educational, Scientific and Cultural Organization MLS - Microteaching Lesson Study TABLE OF CONTENTS 1 ACADEMIC AND PROFESSIONAL TRAJECTORY 19 2 INTRODUCTION 24 2.1 Research importance and rationale 24 3 RESEARCH QUESTIONS AND OBJECTIVES 37 3.1 Research questions 37 3.2 Main objective 37 3.3 Specific objectives 37 4 METHODOLOGICAL PROCEDURES 39 4.1 The qualitative approach and the researcher 39 4.2 Action research 41 3.3 Phenomenological research 43 5 OUTLINE OF THE THESIS 45 REFERENCES 50 6 FIRST ARTICLE - INSIGHTS TOWARDS CULTURAL ASPECTS AND RELATED IMPACTS OF LESSON STUDY PRACTICES: A SYSTEMATIC REVIEW………………………………………………………………………… 57 7 SECOND ARTICLE - ARTICULATING THE CCM APPROACH AND LESSON STUDY: A PROMISING TEACHER PROFESSIONAL DEVELOPMENT TOWARDS INCLUSIVE EDUCATION 58 8 THIRD ARTICLE – LESSON STUDY IDENTITY IN THE BRAZILIAN EDUCATIONAL CONTEXT: A SCOPING REVIEW 59 9 FOURTH ARTICLE – MICROTEACHING LESSON STUDY: PREPARING STUDENT TEACHERS TO PROMOTE INCLUSIVE EDUCATION 96 10 FINAL THOUGHTS AND PERSPECTIVES 157 10.1 On initial teacher education 157 10.1.1 Recommendations on this theme 160 10.2 On inclusive education 161 10.2.1 Recommendations on this theme 163 10.3 On the CCM approach 164 10.3.1 Recommendations on this theme 166 10.4 On the MLS methodology 167 10.4.1 Recommendations on this theme 170 10.5 On the future with a future 170 REFERENCES 173 APPENDIX A 175 19 1 ACADEMIC AND PROFESSIONAL TRAJECTORY Nobody becomes an educator on a specific Tuesday at four o'clock in the afternoon. Nobody is born an educator or destined to be one. We become educators; we shape ourselves as educators continually through practice and reflection on that practice (Freire, 1991, p. 58, our translation). While numerous professionals typically begin documenting their academic and professional experiences from their university years, I must revisit my childhood days. Today, as I contemplate the factors that sparked my research interest, I realize those early experiences carry significant weight and profound meaning. This depth is something that a young girl who innocently embarked on her initial learning journey could never have comprehended. It marked the beginning of her greatest challenge: learning and later teaching English as a foreign language. I began my English language studies in my hometown, Presidente Prudente, located in the interior of the state of São Paulo, Brazil, at the age of eight, in a private language school. This decision was made by my parents and met with my immediate acceptance. During that period, there was no debate about why a child should study a foreign language or the benefits of acquiring this knowledge. We simply studied. It was when foreign language instruction relied solely on a teacher's mediation, supported by a textbook, chalkboard, and chalk. This methodology is now known as 'chalk and talk.' I must confess that I cherished every phoneme learned, every game, every doodle used to name objects in the new language, and every song. Our only guidance came from a teacher. Every pronunciation we learned came from a single voice. Those were times of contentment. Several more years passed, and at the age of fifteen, I was invited by the language school director where I had been studying to assume the role of an English teacher for the first time. Of course, I could provide instruction of a different quality than a qualified and experienced professional. At that moment, I was offered no training; I had just replicated the teaching practices I had learned as a student. My first two undergraduate degree programs were natural choices: a B.A. (Bachelor of Arts) in Language Sciences and a Translation and Interpretation program diploma, specializing in English and Portuguese languages. Throughout this period, I continued to teach English in private language schools. Also, I obtained the Cambridge Proficiency Exam (CPE), the most prestigious English proficiency exam offered by the University of Cambridge in the 20 United Kingdom, according to the Common European Framework of Reference for Languages (CEFR). It was a time of exploration and confirmation of my primary professional pursuit. In those first years of my professional journey, I developed techniques and insights, often intuitive and lacking theoretical foundations, which, through trial and error, I adopted a more critical perspective on teaching and learning. Consequently, teaching experiences highlighted the urgency for me to deepen my understanding of how students learn, how teachers instruct, and what factors serve as sources of information for both in the educational process. Then, I chose: I added a new challenge to my teaching path – becoming an 'official' researcher. The first step occurred during my specialization program, wherein I discovered my interest in understanding how a teacher can influence, support, and mediate learning so that students can achieve desired objectives. Driven by this need, I explored theoretical propositions and promising results that led me to research the topic of feedback in the academic context. As a culmination of the program, I presented my first scholarly work, a monography titled: ‘Feedback as an Evaluative and Motivational Tool in the Process of Foreign Language Acquisition.’ From that moment on, a new perspective was inaugurated. I experienced how scientific research provides solid guidance for the teacher's conduct and forms the foundation for effective practice. Alongside certainties, numerous uncertainties became part of the context. It was no longer possible to live with so many questions without seeking answers to the endless concerns that continue to accompany me to this day. These uncertainties triggered a constant process of self-reflection, leading me to the Master's Degree Program in Education. Underpinned by the Social Cognitive Theory (Bandura, 1986), I focused my investigation on examining how teachers facilitate self-regulated learning among sixth-grade students at a State Elementary School in São Paulo, concentrating on their instructional strategies and approaches. The Social Cognitive Theory views proactivity, self-regulation, and self-organization as human characteristics resulting from a dynamic relationship between the individual, their environment, and their behavior. It does not posit that individuals are solely influenced by the environment or exclusively driven by internal motivations. Instead, it recognizes individuals as active beings who do not live passively under external influences or unconscious internal impulses (Azzi et al., 2014). In this educational process, the teacher plays a central role in promoting and strengthening students' self-regulated learning. Considering the arguments from the literature that assert teachers are both learners and instructors (Frison; Simão, 2011), it is crucial to emphasize that this process is not only relevant for students. Teachers must understand it to 21 facilitate students' self-regulation and apply it in their teaching practice. Teaching inherently involves choice and control, the two pillars of self-regulation (Valle et al., 2008; Zimmerman, 2002). The research's findings confirmed that the teacher serves as the primary mediator of learning in the school context, making it imperative for them first to understand and experience the self-regulatory process. This involves familiarizing themselves with learning strategies, knowing which methods to use and when to use them, and understanding how to assess and monitor these strategies. It is essential for teachers to strategically and metacognitively construct their learning to develop their pedagogical practice, aiming to foster in their students a process of reflection and responsibility towards their education. That research emphasized the relevance of involving and engaging teachers in research projects to ensure the desired outcomes are achieved and sustained. Furthermore, it underscored the teacher's role as a change agent, despite the challenges faced in education, as they remain the professional with the most significant influence on students within the school context. Therefore, I believed there was much more to discover, and contrary to what some might have anticipated, I found myself increasingly captivated by the topic of teacher education. As a result, my doctoral project started to develop and gain focus. However, while discussing theoretical approaches underpinning a project proposal to a research funding agency, I was introduced to the Lesson Study (LS) approach. During a specific meeting to refine this research proposal, Dr. Sean Bracken recommended LS as a suitable framework for developing teacher education from an inclusive standpoint. Following an in-depth exploration of literature encompassing LS's concept, application, purpose, perspectives, and guidelines, I recognized it as the appropriate theoretical framework to address my research questions. As a development of this study, this ongoing research was presented at the WALS 2023 Conference — World Association of Lesson Studies held in the Netherlands (Appendix 1). The initial LS investigations brought me back to the beginning of my teaching career. In analyzing the research outcomes, I noticed many aspects I had experienced during that time and some challenges I continue to face. As Dudley (2013) noted, teachers often try to incorporate complex knowledge into their lessons when working alone. These knowledge sets include pedagogical techniques, classroom management strategies, and subject matter expertise. The teacher accesses this knowledge from their own hidden and tacit reserves of practical experience. In other words, teachers use explicit 22 knowledge they have learned and intuitive, unspoken, and experiential knowledge gained through years of teaching practice. This hidden knowledge plays a significant role in shaping how teachers approach and deliver their classroom lessons. Hence, I began to consider the process of a teacher's initial education as a central factor for the focus of my research. Additionally, as a participant in the research group "Potentiating Environments for Inclusion" (API) during my doctoral program, I had the opportunity to experience educational practices aimed at fostering the creation of a diverse and inclusive learning environment. Driven by the conviction that education only makes sense when available to all with equal opportunities for access and permanence, Schlünzen (2000) proposed the Constructionist, Contextualized, and Meaningful approach (hereafter referred to as the CCM approach) during her doctoral research investigations. In Brazil, home to this approach, this theory is referred to by its Portuguese acronym, CCS, which means abordagem Construcionista, Contextualizada Significativa. In this constructionist learning environment, students construct learning based on their interests and have the opportunity to contextualize learning from the individual skills that emerge from their experiences and reality. In this process, the teacher mediates learning by formalizing and systematizing the new concepts that make learning meaningful. Accordingly, learning occurs in a cyclical movement called the learning spiral (Valente, 1999), which involves description, execution, reflection, and refinement, based on the theories of Papert, Piaget, Vygotsky, and Freire. Incorporating the CCM approach, interconnected with the LS methodology, underscores my interest in employing collaborative and reflective methods to teacher education that bridge the gap between theoretical understanding and practical application. The emphasis on inclusive education emphasizes my broader interest in enhancing the efficacy of teaching and learning methods for a diverse range of students. Additionally, the special attention given to teacher training reflects my recognition of educators' pivotal role in creating inclusive learning environments. This perspective on the importance of a diversified and inclusive learning environment, rooted in the CCM approach, resonated with me during my experience at The Open University, UK (United Kingdom). There, under the supervision of Dr. Alexandra Okada and as a member of the CONNECT project, I was able to deepen my understanding of teacher education. This experience highlighted how ongoing education for educators is crucial for implementing educational practices that respect and value students' cultural, social, political, and local differences. 23 During my doctoral program, I had the privilege of participating in a six-month tenure at The Open University, UK, as a Ph.D. visiting researcher under the supervision of Dr. Alexandra Okada. As a member of the CONNECT international project (connect-science.net), supported by the European Union and involving collaboration between Europe and Brazil in Open Schooling, I examined the teacher training process and how this endeavor influenced student learning. The focus was on understanding how cultural, social, political, and local factors influence this process. These discussions covered various topics, including Open Schooling practices and the foundational CARE-KNOW-DO framework (Okada, 2023) that underpins the CONNECT project. This experience profoundly impacted my academic journey, shaping the trajectory of my doctoral research. Immersing myself in the CONNECT international project allowed me to gain invaluable insights into the intricate interplay between educational practices and contextual influences. The collaborative nature of the project, spanning across Europe and Brazil, provided a unique lens through which I could analyze the convergence and divergence of teaching methodologies. Examining the teacher training process within the broader cultural, social, political, and local framework allowed me to appreciate the nuanced educational challenges and opportunities. The exposure to Open Schooling practices and the CARE-KNOW-DO framework not only broadened my theoretical foundation but also inspired critical reflections on the applicability of these concepts in diverse educational settings. Reflecting on this enriching tenure at The Open University, I recognize how these experiences have significantly influenced my approach to doctoral research. The multifaceted discussions and collaborative endeavors have deepened my understanding of the complexities inherent in educational systems, providing me with a more nuanced perspective for framing and addressing research questions. Overall, this opportunity has been instrumental in shaping my scholarly identity and contributing meaningfully to developing my doctoral thesis. The incorporation of these perspectives into this doctoral report reaffirms my belief in the significance of enhancing my understanding of teacher training. It also introduces a fresh perspective to my studies, specifically, the effort to build a more inclusive education. After all, I borrow Goei, Norwich, and Dudley´s (2021, p. 1, emphasis added) words to ask: “How can one not be in favor of this aim and desire of catering to the needs of all learners?” 24 2 INTRODUCTION 2.1 Research importance and rationale Establishing a high-quality, inclusive school is intricately connected to providing inclusive teaching practices in educational environments promoting inclusivity. One of the critical challenges researchers, education professionals, and policymakers face in delivering high-quality inclusive education is teachers' continuous professional learning and development (Simón; Echeita; Sandoval, 2018). Despite the complex nature of teaching and learning within an inclusive framework and the various factors that can influence these practices, existing literature widely agrees that a teacher's approach significantly impacts students' learning outcomes (Antoniou; Griaznova, 2018; Kirkpatrick; Johnson, 2014; Leithwood; Harris; Hopkins, 2008). Recent challenges in establishing an inclusive school culture primarily revolve around teacher training, both initial and continuous, for regular classrooms and specialized education (Botes; Moreeng; Mosia, 2020; European Agency for Special Needs and Inclusive Education, 2014; Simón; Echeita; Sandoval, 2018). However, there is a promising potential for change in pedagogical approaches (Aas, 2020; Holmqvist, 2020; Norwich; Benham-Clarke; Goei, 2021) and, consequently, in the educational process. Often, the focus has been on students with disabilities and special needs, neglecting to explore their full potential (Aas, 2020; Florian, 2019; Schlünzen et al., 2020). Obstacles to inclusion extend to the lack of appropriate physical and architectural layout of school environments and limited accessibility, especially in technological aspects (Almaiah; Al- Khasawneh; Althunibat, 2020; Beaunoyer; Dupéré; Guitton, 2020; Dhawan, 2020; Kim; Yi; Hong, 2021; Leifler, 2020). Furthermore, school leaders often lack the knowledge to implement the guidelines outlined in public policies (Schlünzen et al., 2020). The concept of inclusive education, defined by the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2009), refers to a comprehensive approach to addressing the diverse needs of children, youth, and adults. It emphasizes enhancing participation in learning, embracing various cultures and communities, and actively working to minimize exclusion within the educational system. Inclusive education requires substantial modifications in content, teaching methods, structures, and strategies. The underlying principle is to ensure that all children within the appropriate age group are included, and it emphasizes the regular education system's responsibility to educate every child. The Organization for 25 Economic Co-Operation and Development (OECD) supports this perspective as a universal policy challenge, underscoring the urgency and necessity of these principles (OECD, 2018). Following the United Nations Sustainable Development Goals (SDGs) 4 and 10, which emphasize Quality Education (SDG 4) and Reduced Inequalities (SDG 10), respectively, it is imperative to address the critical issue of teacher professional development initiatives. SDG 4 underscores the significance of inclusive and equitable education that fosters learning opportunities for all, irrespective of their backgrounds or abilities. To achieve this goal, it is essential to invest in comprehensive teacher training programs that equip educators with the necessary skills and knowledge to implement effective inclusive teaching practices. These initiatives should create an inclusive learning environment where diverse learning needs are acknowledged, valued, and accommodated (Schlünzen et al., 2020). Additionally, SDG 10 emphasizes the importance of reducing inequalities within and among countries, including educational disparities. Addressing inequalities in education requires targeted efforts to bridge the gap between privileged and underserved communities. Teacher professional development initiatives must prioritize strategies catering to all students, ensuring they receive the necessary support to excel academically. This might involve culturally sensitive teaching methods, personalized learning approaches, and resources tailored to diverse learning abilities (UNESCO, 2023). Like numerous countries embracing the concept of inclusive education, Brazil's focus has transitioned from a deficit-oriented model to a multifaceted view encompassing all areas of life, including social and educational services. In line with a broad comprehension of inclusion, the CCM approach was developed based on the initial studies conducted by the Brazilian educator and researcher Dr. Elisa Schlünzen (2000). Schlünzen (2000) defines inclusion as a comprehensive approach that ensures equal access to educational opportunities for all students, regardless of their social, economic, cultural, or physical circumstances. The CCM approach focuses on creating collaborative learning environments integrating technology, enabling all students to participate fully and meaningfully in the educational process. Schlünzen emphasizes the importance of cultural relevance and digital inclusion, aiming to bridge gaps and provide equitable resources and support to foster an inclusive educational experience for everyone involved. Built on Papert's Constructionism (1986), which, drawing on Piaget (1972, 1976), the CCM approach advocates for transforming the concept of the teaching and learning processes through technology as a resource that provides students with concrete conditions to explore their intellectual potential. Valente (2005b) further defines this concept by stating that the 26 construction of knowledge in this perspective occurs through the tangible realization of an action manifested in creating a concrete and personally meaningful product. To trace a timeline of the elaboration of the CCM approach, we refer to an overview of the expansion of constructivism theory to its actual understanding of the constructionism theory. Piaget's constructivist theory is a comprehensive framework that delves into the internal cognitive processes of learning. His work extensively focuses on how children's minds develop, think, reason, and understand the world at different stages of their growth. He investigated the internal mechanisms by which children construct knowledge, including how they assimilate new information, accommodate their existing knowledge structures, and achieve cognitive equilibrium (Piaget, 1976). The constructionist theory, developed by Seymour Papert (1986), is an educational philosophy that builds on Jean Piaget's constructivist theory. Papert (1986, unpaginated) explains that: The word constructionism is a mnemonic for two aspects of the theory of science education underlying this project. From constructivist theories of psychology, we take a view of learning as a reconstruction rather than as a transmission of knowledge. Then we extend the idea of manipulative materials to the idea that learning is most effective when part of an activity the learner experiences as constructing is a meaningful product. Two ideas contribute to this knowledge construction, which differs from Piaget's constructivism. First, the learner builds a product; knowledge construction is based on “hands- on” and “heads-in” activities. Second, the learner builds something meaningful and of interest to them for which there is no pre-established explanation, and they are motivated. While constructivism emphasizes how learners construct their own understanding and knowledge of the world through experiences and reflection on those experiences, constructionism takes this a step further by highlighting the importance of learners actively creating tangible, meaningful products as part of the learning process. For Papert (1986, p. 8), this external construction facilitates internal understanding in which social and affective dimensions are as important as the technical content. A central feature of constructionism is that it goes beyond what is usually called "the cognitive” to include social and affective facets of mathematics and science education. This feature leads us to a new approach to understanding and penetrating educational barriers related to gender, to cultural factors prevalent in many American minority groups and to personality issues that are often classified as learning disabilities. To differentiate constructivism from constructionism, Ackermann (2001, p. 5) considers three dimensions: 27 The difference, as I see it, lays in 3 things: 1. In the role such external aids are meant to play at higher levels of a person’s development, 2. In the types of external aids, or media, studied (Papert focuses on digital media and computer-based technologies) and more important, 3. In the type of initiative the learner takes in the design of her own “objects to think with.” Despite being necessary, the learner´s having produced something is insufficient to ensure knowledge construction. The teacher plays a pivotal role in mediating the process and product development, fostering reflective opportunities, and cultivating learners' comprehension of concepts and strategies, as highlighted by insights from Piaget and Vygotsky (Valente; Blikstein, 2019). This collaborative aspect of learning, where teachers and learners work together, is a critical element of the knowledge construction process. Building on Papert´s work, Valente (2005a) emphasizes that learners construct knowledge most effectively when actively creating, building, or doing something meaningful. This hands-on approach enhances understanding and retention of information. Initially, this was understood as a cycle of actions, named description-execution-reflection-debugging. However, further studies led to a more precise understanding of learning as a 'spiral ', a concept that views learning as an iterative and recursive process, similar to a spiral that continually revisits and builds upon previous understandings and experiences. In line with Piaget and Vygotsky´s ideas, Valente and Blikstein (2019, p. 260) argue for […] the need for teachers or more experienced persons to act as mediators, challenging students, creating conditions that promote interaction with objects being produced, and helping students understand the concepts and strategies used. Through these interactions with students, teachers can help students construct new knowledge, as well as reach a higher level of comprehension about what they are doing. However, for teachers to effectively support and assist students in their learning process, they must receive training in integrating the students' activities with the disciplines in the curriculum (Valente; Blikstein, 2019). Driven by the need to transform pedagogical practices to enable the construction of knowledge during teaching while simultaneously promoting autonomy and inclusion, the CCM approach has gained prominence in the contemporary educational landscape, primarily due to its emphasis on the contextualized and meaningful construction of knowledge. The central idea is that participants can establish connections between new content and their personal, professional, cultural, and social experiences, making learning more rooted and enduring and enabling the systematization and formalization of disciplinary concepts (Schlünzen et al., 2020). Thus, the role of the teacher within the CCM approach is transformed. 28 Instead of being viewed as the sole source of knowledge, the more experienced professional takes on the role of facilitator and mediator, supporting students (or teachers in formative processes) in their investigations and discoveries. This perspective values developing essential 21st-century skills such as critical thinking, creativity, and collaboration. In this sense, learning is understood as a dynamic and deeply contextualized process. The contextualized aspect of CCM argues that the data for pedagogical activities should emerge and align with the real-life situations of those involved. Concurrently, the meaningful nature of this approach presupposes that scientific and disciplinary concepts should be integrated with students' preexisting knowledge, reinforcing the idea of active and constructivist learning. CCM values critical reflection through projects from the interests of individuals undergoing educational processes, reinforcing that education should be a collective, collaborative journey. To achieve this, changes in pedagogical actions involve considering what teachers do, feel, and say, as well as the work situation with others (students, colleagues, parents) anchored in the complex task of teaching, giving meaning to something for the students, and a specific work environment that is part of a particular social context (Schlünzen et al., 2020). To this end, it is pivotal to promote professional teaching-learning methodologies and encourage teachers to adopt a multidimensional work perspective, fostering the ability to reflect on the necessity of their initial and ongoing professional development. In this respect, according to Dudley (2013), effective teacher-learning models and conditions indicate that teacher learning conducive to improved student learning is characterized by several key factors: 1. Duration of learning: teacher learning should extend over weeks rather than days, allowing for a sustained and in-depth exploration of pedagogical concepts and practices. 2. Classroom-centered learning: the classroom is the central hub for professional learning activities. This setting allows teachers to directly apply learned strategies and techniques in their everyday teaching environments, facilitating practical and context-specific learning experiences. 3. Incorporation of experimental inquiry: teacher learning should incorporate experimental inquiry into pupil learning. This approach encourages educators to systematically investigate and analyze student learning outcomes, promoting evidence-based instructional practices. 4. Collaboration with peers: collaborative engagement with one or more fellow professionals is essential in the teacher-learning process. Interacting with peers fosters the 29 exchange of ideas, feedback, and diverse perspectives, enhancing the overall learning experience and encouraging the implementation of innovative teaching methods (Dudley, 2011). Effective teacher learning that significantly contributes to improved student learning occurs through extended learning periods, classroom-focused activities, experimental inquiry into student learning, and collaborative partnerships with other professionals. All four elements mentioned above exist in the LS approach (Dudley, 2013). These components collectively establish a robust foundation for initial and ongoing professional development, fostering improved teaching practices. The LS methodology supports teachers in collaboratively developing methodologies grounded in systematic observation, data collection, and analysis of actual classroom lessons to gather empirical evidence on what works best in their educational contexts. According to Murata (2011, p. 2), in LS, “teachers organically come together with a shared question regarding their students´ learning, plan a lesson to make student learning visible, and examine and discuss what they observe.” This process ensures that instructional practices are not based merely on tradition, intuition, or anecdotal evidence but are informed by concrete data and research findings (Fujii, 2016). LS facilitates a continuous cycle of improvement where educators refine teaching techniques using classroom data, enhancing the overall effectiveness and quality of education. This methodology fosters a scientific and research-oriented approach to teaching, ensuring instruction decisions are supported by evidence from teachers´ perspectives. In this thesis, learning evidence is understood in line with the constructionist conception. While producing a product is fundamental, the fact that a product is made is insufficient to ensure that the learner constructs knowledge and, therefore, to guarantee learning evidence. Learners must be able to reflect and develop awareness of their concepts and strategies (Valente; Blikstein, 2019). Learning cannot be seen as an instant activity or a simple and visible phenomenon. Instead, social, historical, cultural, biological, and personal perspectives must be considered to understand that the purpose of education goes beyond enhancing visible learning processes and results. Regarding this, Larsen (2019, p. 10) posits that […] there are major ‘innate’ obstacles to visibility and to the visible learning paradigm. Blindness is an inevitable part of educational seeing. The influential scientific and political adherents of learning cannot see what they cannot see—neither when they see what they (think they) see nor when they do not see what they do not (want to) see. 30 In this thesis, learning evidence is not judged based on some abstract determination of whether the proposed activity promoted the learning or understanding of a specific skill or concept but based on concrete evidence from the participants’ voices, the written material produced by them, the observing sessions, and the knowledge others perspectives. The intention is to understand how participants responded to the tasks and whether they were helpful in changes and inspired them to pursue their goals. To clarify my position, I share Larsen´s (2019, p. 3) perspective in arguing that Learning very seldom offers instant gratification and can never be understood nor lived independent(ly) of the dynamic interpretation of the ever-changing learning subject her or himself. It is a myth that learning is present and observable instantly in a moment and that it can be measured, exposed, and treated as a fixed object. According to Dudley et al. (2019), LS (a teacher and school development methodology) is often confused with curricular and pedagogical interventions, leading researchers and stakeholders to evaluate it as such. However, the authors argue that “lesson study is a process for optimizing innovation, development and implementation of effective classroom learning” (Dudley et al., 2019, p. 27). Given the complexity of teaching and human learning, LS gained international recognition for its iterative nature of providing opportunities for teachers to create and share knowledge that can be used immediately and does not need to be translated to them as knowledge emerges from the classroom. LS became globally known among educators primarily due to Stigler and Hiebert's publication of "The Teaching Gap" in 1999. This book presented findings from the Third International Mathematics and Science Study (TIMSS) video study, which analyzed eighth- grade mathematics lessons in the United States, Germany, and Japan. Although their focus is examining mathematics lessons, the authors clarify that the discussions and the findings presented “go well beyond mathematics” and “would be of interest to teachers in all subjects at all levels” as well as educational stakeholders (Stigler; Hiebert, 1999, p. xi). Chapter seven, "Japan’s Approach to the Improvement of Classroom Teaching," drew on Yoshida's 1999 doctoral dissertation, sparking significant interest in LS and the typical structure of Japanese mathematics lessons. Additionally, educators like Lewis acknowledged the importance of the Japanese LS and contributed to its worldwide recognition (Lewis; Tsuchida, 1998). The concept of LS revolves around a professional development model grounded in reflection and collaborative learning, emphasizing the principles of mutual understanding to continuously enhance teaching practices (Norwich, 2018; Takahashi; McDougal, 2016). The primary objective of LS is to improve the quality of education and address learning challenges 31 (Dudley et al., 2019), and “the most effective place to do so is in the context of a classroom lesson” (Stigler; Hiebert, 1999, p. 111). Developed in the Japanese educational system, LS is designed to lead to gradual, incremental improvements in teaching. The system includes clear learning goals for students, a shared curriculum, support from administrators, and the dedicated efforts of teachers striving to improve their practice over time. The idea behind LS is that improving student learning requires understanding their interests, motivations, and difficulties and finding ways to offer a teaching methodology that addresses their needs. The best place to investigate these needs is during a lesson in a standard classroom (Stigler; Hiebert, 1999). According to Japan’s system of improvement, individual innovation and creativity alone cannot improve teaching in the average classroom or change standard teaching practices. While Western culture tends to praise teachers who stand out for their creativity and innovation, the Japanese focus on improving the collective standard practices of all teachers in the country. When teachers work collaboratively to investigate their own practice and share what they have learned, they produce cumulative knowledge for future generations. In other words, LS is a bottom-up system designed and developed by teachers who can learn from their own experience. (Stigler; Hiebert, 1999). In a typical LS cycle, small teacher groups (approximately 5 to 7 teachers) work together to study the curriculum and relevant materials and plan a 'research lesson,' which is taught by one member while the others observe student learning (Dudley, 2011). The lesson is subsequently assessed, considering the teacher's reflections and insights from the observers. Following this, the lesson may undergo revisions for future teaching with different classes (Hiebert; Stigler, 2000) (Figure 1). What sets this apart from other professional development methods is the collaborative planning of research lessons specifically designed to address particular issues (Cajkler et al., 2015). Essentially, LS constitutes a comprehensive, teacher-led system to enhance the quality of teaching and learning (Cerbin; Kopp, 2006). 32 Figure 1 - Collaborative stages of the Lesson Study professional development methodology. Source: The Lesson Study Group at Mills College (2023). Available at: https://lessonresearch.net/. While numerous studies ( see reviews of Baumfield et al., 2022; Larssen et al., 2018) have underscored the potential of LS in prospective teacher programs, there are still significant knowledge gaps in our understanding of the mechanisms and learning processes related to LS, particularly within the context of this specific initial teacher education program. Past research has outlined the use of LS for inclusive teacher professional development, demonstrating positive and promising outcomes across diverse contexts (Cajkler et al., 2013; Da Ponte, 2017; Fernández, 2010; Lertdechapat; Faikhamta, 2021; Munthe; Bjuland; Helgevold, 2016; Schipper et al., 2020). However, integrating the LS process and the CCM approach remains a novel and innovative concept in Brazil and globally. In this study, we integrate the principles of the CCM approach and propose implementing the LS approach in the initial training of pedagogy students from an inclusive perspective to investigate how to support future teachers' learning. First, we explored the intersections and commonalities between these two approaches and identified the factors that differentiate them. Table 1 was built to provide a detailed comparison of the convergences and divergences between the CCM and LS approaches, incorporating perspectives from experts in both fields. https://lessonresearch.net/ 33 Table 1. Comparative analysis between the Constructionist, Contextualized, and Meaningful approach and Lesson Study. Aspect Constructionist, Contextualized, and Meaningful (CCM) Approach (Schlünzen et al., 2020) Lesson Study (LS) (Stigler; Hiebert, 1999) 1. Environment Constructionist, wherein students propose and create products or artifacts based on their interests. Students are encouraged to construct their own path of solving a problem in a way that makes sense to them, and that can be used immediately. LS begins with a question crafted by the teacher team, not a pre-prepared answer. This question addresses a problem that becomes the research topic for LS, constituting the first step in the process. “Usually the problem teachers choose is one they have identified from their own practice.” (Stigler; Hiebert, 1999, p. 112). 2. Learning context Student-centered learning is based on their interests and concerns. Students develop an artifact that facilitates acknowledging and communicating their knowledge, making it a concrete product. LS maintains a constant focus on student learning. The goal of improving teaching is improving students´ learning. Thus, throughout the LS process, teachers plan, implement, and assess their work with a central focus on the students' interests as learners. 3. Teacher's role Mediator of learning by systematizing emerging concepts during learning construction, giving them meaning. Design and conduct lessons allowing students to invent their own procedures for solving the proposed problems. Rather than explaining concepts and procedures, the teacher provides scaffolds and monitors students´ solution methods. By the end of the lesson, the teacher leads a discussion to conclude and summarize the major points of the class. 4. Student engagement Students work according to their abilities and interests, leading to meaningful task engagement. LS implementation ensures knowledge does not occur in isolation but fosters real experiences that profoundly impact students and promote lasting effects. Students work on developing solution procedures. Thus, LS encourages the idea of student-controlled tasks. 5. Teacher training Initial and in-service training for CCM teaching. Training should encompass professional (teaching and school institution) and personal (life, history) aspects. The continuous professional development begins as soon as teachers begin their teaching careers. The training focus is on the lesson, not on the teacher. The aim is not to improve individuals´ expertise; instead, the gradual and shared LS process aims to improve the teaching system in the long term. 6. Integration into daily school life CCM environment can be developed in everyday school life, bridging theory and practical applications within the school context. Teachers investigate teaching practice where teaching occurs: in the classroom. In doing so, teachers become researchers of their practice, “making it unnecessary to translate one into the other” (Stigler; Hiebert, 1999, p. 122). Knowledge generated by LS is immediately usable, contrary to the knowledge produced by educational researchers. 34 Aspect Constructionist, Contextualized, and Meaningful (CCM) Approach (Schlünzen et al., 2020) Lesson Study (LS) (Stigler; Hiebert, 1999) 7. Focus of teaching Shifts from teacher to student learning. Shifts from teacher to teaching and building the profession´s knowledge base. And “the goal of improving teaching is improving students´ learning” (Stigler; Hiebert, 1999, p. 132). 8. Collaborative reflection Teachers collaboratively reflect on systematizing emerging concepts and plan future activities based on these reflections. LS refers to teacher learning that happens collaboratively, not limited to planned and taught lessons. “Teachers must have the opportunity to enlarge their horizons beyond their own classrooms and their schools” (Stigler; Hiebert, 1999, p. 175). Teachers collaborate and share their insights to enhance good teaching, strengthening each other's learning. 9. Student assessment Student self-assessment allows for understanding individual and collective perceptions and analyzing teachers' performance. Student improvement is expected to occur consistently and gradually. Although LS is essentially a teacher activity aimed at student learning, the process focuses on how the students build their knowledge to solve the daily challenges teachers propose. 10. Collaborative professional development Collaborative work among teachers fosters collective professional development and enables overcoming challenges. Improved teaching is a joint process. Thus, teachers “treat the result as a joint product whose ownership is shared by all in the group” (Stigler; Hiebert, 1999, p. 125). The idea is not to celebrate one teacher who stands out for their innovation and creativity because this cannot change the standard practice. “And if we intend to improve the practice of the profession, it is the standard, common practice that must improve” (Stigler; Hiebert, 1999, p. 175). 11. Involvement of parents and community The CCM approach facilitates closer collaboration between parents and teachers for more accurate student assessment. LS is a native practice in Japan, where teaching is viewed as a public activity and learning as a community activity rather than an individual or private one. “Improving something as complex and culturally embedded as teaching requires the efforts of all the players, including the students, parents, and politicians. But teachers must be the primary driving force behind the change” (Stigler; Hiebert, 1999, p. 135). 12. Inclusive culture transformation It strives for internal transformation and requires a review of pedagogical strategies and preconceived beliefs. Individual difference is viewed as a natural and beneficial characteristic of a group because they produce a range of ideas and solution methods that provoke discussion and reflection. “In addition, tailoring instruction to specific students is seen as unfairly limiting and as prejudging what the students are capable of learning; all students should have the opportunity to learn the same material” (Hiebert; Stigler, 1999, p. 94). 13. Continuous refinement of pedagogical practices The pedagogical practices must be constantly refined. Development of an LS theme can last for months or even years. There is constant reflection and adjustments in procedures, often with the aid of a specialist. As Japanese teachers and researchers consider 35 Aspect Constructionist, Contextualized, and Meaningful (CCM) Approach (Schlünzen et al., 2020) Lesson Study (LS) (Stigler; Hiebert, 1999) LS an integral part of the teaching profession, improvements are expected to be continual, gradual, and incremental. The idea is to “build a system that can learn from its own experience” (Stigler; Hiebert, 1999, p. 136). 14. Partnership development for projects CCM projects often involve partnerships between state or municipal education departments, higher education institutions, and research support agencies, aiming for in-school education and life-long learning opportunities. Local, regional, and national educational institutions must share responsibilities to provide time, financial support, and means "to endorse teachers´ collaborative work to plan, teach, collect evidence, and revise lessons" (Stigler; Hiebert, 2016, p. 585). 15. Valuing learning pace and diversity Learning pace, skills, and individual potentialities are valued. Difficulties are respected. LS advocates a "bottom-up" professional development practice where a small group of teachers (approximately 5 to 7) decides to research a common topic for all. Especially for LS beginner teams, Dudley (2014) recommends using a conduct protocol to promote common expectations within the group and encourage everyone to share their ideas, concerns, and challenges without fear of criticism. 16. Collaborative work in an inclusive perspective Teachers and students collaborate in an inclusive perspective. Each participant contributes based on their potential and perspectives. Teachers participating in an LS team engage in a research-action project about teaching. Senior and novice teachers collaborate based on their resources and experiences, participating in discussions with equal opportunities for contribution. It is acknowledged that “not all students will be prepared to learn the same things from each lesson, and the different methods that are shared allow each student to learn some things” (Stigler; Hiebert, 1999, p. 95). Source: The author (2024). To comprehensively assess the perspectives above, it is imperative to consider aspects that do not resonate in both approaches. It becomes evident that the CCM approach centers the student within their learning process from the inception, while the LS methodology is embedded in the professional development of the teacher and, consequently, does not consistently involve the student actively when teachers meet to decide what problem will be investigated and formulate the central question that will guide the process. In the latter methodology, the students frequently emerge responsible for developing the work. In contrast, in the former approach, the students propose what works and how they are willing to create it. It is essential, therefore, to delve more profoundly into the dimensions that fail to produce intersections between the CCM approach and LS methodology and analyze which path proves more suitable for addressing the emerging demands. Although acknowledged, this path remains unconsolidated and must be constructed while implementing our fieldwork. 36 This research is motivated by the need to evaluate how collaborative practices can enhance the initial professional development of pedagogy students, aiming to i) bridge practical knowledge and theoretical understanding during their training, ii) render the initial education meaningful, and iii) foster collaborative and sustainable practices. Consequently, this doctoral research focuses on the challenge of creating, implementing, and evaluating a collaborative and meaningful professional development proposal for pedagogy students from an inclusive standpoint. Structured into four articles in a multi-paper format, this thesis explores whether the practices employed in this training process, based on the CCM approach, contribute to a deeper understanding of the pedagogical practices of students undergoing initial education for an inclusive school. 37 3 RESEARCH QUESTIONS AND OBJECTIVES 3.1 Research questions In the light of this understanding, the research questions proposed for this thesis are as follows: 1. How can the LS methodology and the CCM approach be articulated to promote meaningful, collaborative, and inclusive educational practices effectively? 2. How can a Brazilian Pedagogy program formulate, implement, and evaluate a proposal for initial teacher education to foster collaborative and meaningful connections between practice and theory from an inclusive perspective? Therefore, this research proposes the following thesis as the central argument guiding this study process: implementing the CCM approach, in conjunction with the LS methodology, can enhance the initial training of teachers in Brazil, fostering more collaborative, meaningful, and inclusive educational practices. 3.2 Main objective Analyze the creation, implementation, and evaluation of a proposal for the initial teacher education of Brazilian Pedagogy students, as well as explore how the interconnectedness of the LS methodology and the CCM approach can effectively promote meaningful, collaborative, and inclusive educational practices. 3.3 Specific objectives  Identify and analyze the academic literature on the distinctive features of LS practices across various settings, assess the cultural influences impacting LS implementation, and explore challenges hindering the successful application of LS in international contexts.  Examine the contemporary concept of inclusion by investigating international research literature on LS in inclusive settings and explore the potential applicability of the CCM approach to establish improved conditions for inclusive education in conjunction with LS. 38  Map out and analyze the academic literature on the principal themes and issues influencing LS's development in Brazil.  Explore whether participation in MLS, underpinned by the CCM approach, fosters collaborative learning and practical experiences towards inclusive education for student teachers. 39 4 METHODOLOGICAL PROCEDURES In this section, I present the research methodology. The objective is to offer descriptions, explanations, and, more importantly, the path to cross this journey. As a result of the study's overarching aim and specific objectives, it became imperative to delineate the methodological framework conducive to facilitating data production, selection, and analysis. Thus, we discuss how participants engaged in this investigation and how this process enabled the researcher to obtain insights into what participants experienced and understood from what they lived throughout this study. As this research was a dynamic, cyclical process, it was propelled by constant interactions, negotiations, active involvement, and participant feedback. This methodological trajectory is thus characterized as a qualitative approach of an applied nature. Following the CCM approach and the LS methodology, theoretical frameworks were harnessed to underpin this study; the action research method took the lead in organizing data production, analysis, and interpretation. The philosophical perspective that underpins this process is phenomenology, which constructs meanings based on the observations and actions of all participating agents. It is important to emphasize that the fourth article will present some critical aspects of the research methodological design with direct implications for the empirical stage of this investigation, such as the ethical procedures, the context of the research, and the characterization of the participants. Due to their specificities and to avoid duplicate information, each article will delineate its proper data production and analysis procedure. 4.1 The qualitative approach and the researcher […] the thinker, imaginer, and hypothesizer – that is, the qualitative researcher – is the data analyzer (Gay; Mills; Airasian, 2012, p. 467). The fundamental aspect of qualitative research lies in exploring and understanding individuals' experiences through their own words. According to Lüdke and André (2013), qualitative research can employ multiple methods and adopt an interpretative, naturalistic approach to its focus of study. It is grounded in the principle that researchers, by immersing themselves in the research process, become participants in their natural environment, seeking to comprehend or interpret phenomena based on the meanings attributed to them by individuals. Considering that the natural environment (the initial teacher program offered at a State University) was used as a direct source for obtaining data and the researcher worked directly in 40 contact with the environment and the situation being investigated (Lüdke; André, 2013), this research assumed a qualitative approach. By delving into participants' lived experiences, perspectives, and emotions, qualitative researchers gain deeper insights into how individuals perceive and interpret the world around them. This approach enables researchers to access rich insights into various phenomena, social contexts, and subjective realities (Sutton; Austin, 2015). Thus, through a qualitative approach, researchers can uncover unique insights, perspectives, and meanings and appreciate the complexity of human experiences that might not be captured through other research approaches (Denzin; Lincoln, 2000). While this study adopts a qualitative approach, it is essential to note that quantitative elements were also integrated into the data production process. The complementary nature of these data not only enhances analytical rigor but also serves as a means to validate participants' perceptions. Triangulating qualitative and quantitative data also enabled the researcher to set aside personal biases and gain a fresh perspective on the phenomenon under examination (Creswell, 2013). Given that individuals' observations are highly influenced by their personal and cultural backgrounds (Lüdke; André, 2013), it becomes crucial to understand how the researcher, who also serves as an English teacher, translator, and interpreter (among other roles), positions herself regarding all aspects of this research. This underscores the active role of the researcher in maintaining a balanced and transparent posture of intense interaction and communication with participants, shaping the study and its interpretations (Ana; Lemos, 2018). As claimed by Collins and Stockton (2022, p. 8): In the theater of qualitative research, we find a whole world of understanding life, meaning, interaction, and communication—all of which are core to the purpose of qualitative research and the quest to become a better researcher. The reflective role can enhance knowledge of self, purpose, and ability to connect with participants. Therefore, it is impossible to completely dissociate this research from my life history, specifically from my professional journey as a teacher actively engaged in teaching the English language to Portuguese-speaking students for many years. Likewise, my worldview, including my perspectives on teaching and learning, understanding of inclusive education, linguistic comprehension, and interpretation of the research context, cannot be overlooked. Despite efforts to minimize personal influence ('bracketing'), as Creswell (2013) suggested, complete detachment is unrealistic. Instead, I adopt the perspective of Collins and Stockton (2022), 41 viewing research as an interactive process inevitably shaped by my personal and academic background and other participants. 4.2 Action research The purpose of action research is to provide teacher researcher with a method for solving everyday problems in schools (Gay, Mills, Airasian, 2012, p. 508). This research was constructed with a focus on valuing a dialogical and collaborative process with the participants. At various points during the empirical implementation of this research, the object of study was presented and discussed by all involved parties, establishing moments of enrichment of the proposal and recognition of the need for adjusting the steps initially planned to address the issues posed by the investigated reality. In line with the conceptual framework of the CCM approach and the MLS methodology, from the very beginning, participants were informed that what was being investigated was their process of learning, reflecting, discussing, and collaborating. The aim was to develop more effective and critical initial teacher training towards inclusive education. Hence, studying the object of investigation during its manifestation in several activities and interactive procedures was more important than the final product. The entire trajectory of the research was mediated by the effort towards transformative action in reality, from the delineation of the problem developed throughout the first three articles to the implementation of the proposal within the context of initial teacher education, along with the procedures for data collection, selection, and analysis. As the research development progressed, it became clear that the actions involving all the participants toward exploring, seeking solutions, and offering contributions to the issue under investigation indicated the methodological framework of action research. Stated differently, this research is not merely constituted by action or participation. This study is centered on producing new knowledge acquired through experience to contribute to the discussion and advance the debate on the proposed issues. According to Thiollent (2011), a research study qualifies as action research when individuals or groups involved in the observed problem actively take action. Furthermore, for an action to meet the criteria of action research, it must not be trivial; instead, it should represent a problematic situation that warrants investigation, development, and implementation. According to the author, 42 Action research is a type of empirical-based social research that is conceived and conducted in close association with an action or the resolution of a collective problem, in which researchers and participants representing the situation or problem are involved cooperatively or actively. (Thiollent, 2011, p. 20). In this respect, Esteban (2003) considers that critical aspects involving action research include: i) seeking to transform and improve an educational reality; ii) beginning with practice, addressing practical problems; iii) involving collaboration among individuals; iv) entailing systematic reflection on action; v) integrating knowledge and action; vi) being carried out by the people involved in the investigated practice; vii) having training as its fundamental and primary element; viii) being characterized as a spiral of change. John Elliot (2019), a renowned expert in the LS methodology, further discusses this conception and claims that LS is a form of practice-based educational action research grounded in the practical experience of those engaged in such research. The author argues that, based on his experience as a participant in and a facilitator of action research, LS is conducive to providing high-quality educational research under certain conditions: i) if it focuses on genuine practical concern; ii) it seeks to understand teachers' practical problems through diverse perspectives, including direct experience and observation; iii) if it allows teachers to question and test their tacit theories against practical evidence; and iv) if it fosters a democratic process of knowledge construction in which teachers engage in rational examination with students and peers. Drawing on these assumptions and coherent with the overall conception of this study, we established the principle that the outcomes of this investigation should directly address issues intrinsic to the participants' context. In this sense, the knowledge production sought in elaborating this thesis is closely associated with the engagement of participants in delineating the problem focus for investigation and involving them in understanding the practical issue to present potential solutions. Accordingly, within the scope of the research object, it became necessary to study the development, implementation, and evaluation of the results of initial teacher training from an inclusive perspective underpinned by the CCM approach. Therefore, the research approach was practical and collaborative, aiming to propose a reflection on action and the knowledge built throughout the process. In applied social research, particularly in action research, the problems posed are initially practical. As a guiding compass, action research serves as a method for conceiving and organizing social research with valuable and relevant objectives, aligning with the specific 43 requirements for action and participation among stakeholders in the observed context. This involves seeking solutions to achieve a purpose or realize a potential transformation within the observed situation (Gay, Mills, Airasian, 2012). This research was conducted according to the following steps proposed by Thiollent (2011): i) analysis and delimitation of the initial situation; ii) delineation of the final situation, based on desirability and feasibility criteria; iii) identification of all problems to be solved to enable the transition from (a) to (b); iv) planning of corresponding actions; v) execution and evaluation of the actions. 4.3 Phenomenological research In our endeavor to capture how the participants of this research (student teachers) experience their learning (the phenomenon) in their natural setting (initial teacher education program) and the meanings they attribute to them, we found educational phenomenological research to be the appropriate common thread underlying the investigative approach. Phenomenological studies aim to discover the essence underlying how people describe their lived experiences of a concept or a phenomenon (Creswell, 2013). Hence, phenomenological research is not concerned with knowing what causes something; instead, it emphasizes the individual and subjective aspects of those experiences (Esteban, 2003). In a holistic assumption, phenomenological education fosters the development of the human being, who is constantly evolving, involving society, culture, and the individual (Santos; Sousa, 2022). Since every experience can promote learning, the primary focus of phenomenological studies in education is, according to Santos and Sousa (2022), to enable positive or negative experiences, as these experiences allow for understanding the specifications presented. Education from a phenomenological standpoint does not perceive humans merely as body and reason, social or individual, reason or emotion, sense or intellect, objective or subjective, but rather as a whole, appreciating all their facets: physical, intellectual, social, emotional, and imaginative. To conduct well-structured phenomenological research, Creswell (2013) recommends the following procedural steps: i) describe the individual meaning of the experiences with the phenomenon under study, highlighting central ideas present in the narratives and significant quotes that help in understanding the lived experience; ii) group these ideas into significant statements (overarching themes); iii) identify and group situations/contexts in which significant statements appear, calling them ‘meaning units’ or themes; iv) write a text describing the 44 essence of ‘what’ the participants experienced and ‘how’ they experienced it (the contexts in which the experience occurred); v) reflect on the similarities and differences between the essence described by the researcher (after data analysis) and the literature in the area. This research manifests through a phenomenological perspective in line with these presuppositions. Drawing from the research questions and the objectives proposed, our interest was to make sense of and interpret the object of study in terms of the meanings or concepts participants brought to it. In practical terms, the constructionist concept inherent in the methodological framework supporting this research, the CCM approach, asserts that participants can construct the meaning of the object of study through ongoing discussions, interactions, and reflections. Furthermore, integrating the LS methodology ensures the ‘process’ of interaction within the research construction. Despite being a fundamental characteristic of a phenomenological study, the researcher acknowledges that her background shaped her interpretation and recognizes how her personal, cultural, and historical experiences serve as the lens through which relevant discussions are conducted. However, while this feature is inherent to phenomenology, Creswell (2013) advises researchers to be cautious in ‘bracketing’ their personal experiences to construct the meaning of participants. Considered an ethical issue, bracketing is a process in which the researcher sets aside, as far as humanly possible, to hinder all beliefs, feelings, and preconceived experiences best to understand the participants' experiences in the study and, thus, be more faithful to the phenomenon. As previously mentioned, the thesis's rigorous and detailed methodological approach led to the development of four significant scientific articles. In the following section, each article will be introduced, illustrating how each reflects a unique aspect of the research and demonstrating the breadth and depth of the study undertaken. 45 5 OUTLINE OF THE THESIS This research is structured across four interrelated articles, each mutually dependent on the others to address the research questions and achieve the proposed objectives. Consequently, this Thesis adopts a multi-paper format. Table 2 details the methodological procedures applied to the specific objectives and the articles that constitute the thesis. Table 2 - Methodological procedures in research articles. Objective Type Origen/Participants Registers Resulting Resource Identify and analyze the distinctive features of LS1 practices across various settings, assess the cultural influences impacting LS implementation, and analyze challenges hindering the successful application of LS in international contexts. Systematic Literature Review Peer-reviewed articles from 5 international academic databases Analysis, synthesis, and the discussion. A database with relevant entries resulting in themes for analysis. Examine the contemporary concept of inclusion by investigating international research literature on LS in inclusive settings and explore the potential applicability of the CCM2 approach to establish improved conditions for inclusive education in conjunction with LS Theoretical Paper Comprehensive national and international literature Analysis, synthesis, and the discussion. Theoretical assumptions correlating the CCM approach and the LS methodology. Map out and analyze the academic literature on the principal themes and issues influencing LS's development in Brazil. Scoping Literature Review Peer-reviewed articles from 5 national and international academic databases Analysis, synthesis, and the discussion. A database with relevant entries resulting in themes for analysis. Explore whether participation in MLS, underpinned by the CCM approach, fosters collaborative learning and practical experiences towards inclusive education for student teachers Qualitative Exploratory Research 33 Pedagogy students from a public state university in Brazil. Analysis of the elaboration, implementation, and evaluation of an ITE3 model in a specific context focusing on inclusion Propose an ITE model for a particular context focusing on inclusion. Source: The author (2024). LS1 = Lesson Study CCM2 = Constructionist, Contextualized and Meaningful ITE3 = Initial Teacher Education The first article, Insights Towards Cultural Aspects and Related Impacts of Lesson Study Practices: A Systematic Review (Fluminhan; Schlünzen; Schlünzen Junior, 2024), was 46 recently published in Portuguese and English in the Educação em Revista Journal (ISSN 1982- 6621 online) and is available at https://periodicos.ufmg.br/index.php/edrevista/issue/view/2199. Its initial version is accessible on the preprint server OFS at https://osf.io/preprints/socarxiv/j9f3p/. This study aimed to (1) identify specific features of LS practices as developed in diverse settings, (2) examine and analyze the cultural aspects influencing the implementation of LS, and (3) scrutinize and develop an analysis of challenges associated with the successful application of LS practices in international contexts. The investigation adhered to a meticulously prepared research protocol, exploring and scrutinizing the primary approaches adopted by researchers in the field. This was done following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement (Moher et al., 2015). The data collection process involved a comprehensive search conducted in October and November 2020 across 5 electronic databases: Educational Information and Resource Center (ERIC), Red Iberoamericana de Innovación y Conocimiento Científico (REDIB), ProQuest, Scientific Electronic Library Online (SciELO), and Emerald Insight. The systematic approach to data collection and analysis is crucial for ensuring the robustness and reliability of the study's findings, contributing to the scholarly understanding of Lesson Study practices and their cultural implications on a global scale. The second article, Articulating the CCM Approach and Lesson Study: A Promising Teacher Professional Development Towards Inclusive Education (Fluminhan et al., 2022), was published in the Video Journal of Social and Human Research (ISSN: 2795-5745) in 2022 and is available at https://vjshr.uabpt.uema.br/index.php/ojs/article/view/8. This theoretical study examines the contemporary concept of inclusion by investigating international research literature on LS in inclusive settings and exploring the potential applicability of the CCM approach to establish improved conditions for inclusive education in conjunction with LS. The third article, Lesson Study Identity in the Brazilian Educational Context: A Scoping Review, is currently in its draft and will be submitted to an international journal. This study aimed to map the available information regarding the main themes and issues that appear to be shaping the LS development in Brazil. This investigation followed the Joanna Briggs Institute´s – JBI (Peters et al., 2022) methodological structure. This framework consisted of the following main phases: design and search for relevant studies, selection of studies, charting of the data, and the collation, summarization, and reporting of the results. Data collection involved five national and international databases: CAPES Portal, Emerald Insight, Educational https://vjshr.uabpt.uema.br/index.php/ojs/article/view/8 47 Resources Information Center – ERIC, SCOPUS, and Scientific Electronic Library Online – SciELO. Data search was conducted in September and October 2023. Following their nomenclature, scoping reviews effectively delineate the extent or comprehensiveness of a body of literature on a specific subject. They provide a lucid overview of the quantity of available literature and studies, offering a comprehensive or detailed insight into their focal points (Munn et al., 2018). Scoping reviews prove highly valuable when a body of literature remains inadequately reviewed or possesses a complex and heterogeneous nature that doesn't lend itself well to a more targeted systematic review of the evidence. These reviews serve a dual purpose: not only can they be conducted to assess the worth and potential scope of a comprehensive systematic review, but they can also be undertaken as standalone endeavors. In this capacity, they succinctly communicate and distribute research findings, pinpoint research gaps, and provide recommendations for future research initiatives (Tricco et al., 2016). The fourth article, Microteaching Lesson Study: Student Teachers Learning in Inclusive Perspectives, is currently in its drafted version and will be submitted to an international journal. This qualitative exploratory study explores whether participation in MLS, underpinned by the CCM approach, fosters collaborative le