Abstract

This research aims to understand the meanings that teachers attribute to Lesson Study as a professional development strategy to improve de response to diversity in the classroom. From a descriptive interpretative approach of qualitative research and a case study design, the data was collected through semi-structured interviews in an intentional sample of teachers working in two Chilean public schools. In addition, analysis of documents prepared by the participants was performed. The findings reveal that Lesson Study is a strategy with a great potential to promote reflection and improvement of educational practices from an inclusive approach, to strengthen collaboration and learning among teachers, to develop new strategies to respond to diversity. The research also identified some critical factors necessary to take into account for the success of future applications of this methodology in training contexts. Finally, this study allows us to reaffirm the relevance of Lesson Study as an innovative and effective proposal in the field of continuous training, in order to promote changes and move towards inclusive practices in the classroom.