Collaboration and conflicts among university teachers in a lesson study

Larissa Hagedorn Vieira 1 * , João Pedro da Ponte 1, Marisa Quaresma 1
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1 Instituto de Educação da Universidade de Lisboa e UIDEF, Lisboa, PORTUGAL
* Corresponding Author
EUR J SCI MATH ED, Volume 13, Issue 4, pp. 238-254. https://doi.org/10.30935/scimath/17154
Published Online: 24 September 2025, Published: 01 October 2025
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ABSTRACT

In this article, we address the collaborative relationships among university teachers participating in a lesson study. Specifically, we examine teachers’ changes in response to conflicts that arise during this professional development process. Data were collected through audio and video recordings and interviews during a lesson study conducted with mathematics teachers who taught differential and integral calculus to engineering students. The lesson study took place in the first semester of 2023, over thirteen sessions and included two research lessons. The results show that the group of teachers developed a deep understanding of what collaboration entails and how it should be conducted. Furthermore, the participants demonstrated mutual trust, and in the face of conflicts, their attitudes leaned toward negotiation to reach consensus on the actions to take.
Keywords: collaboration, conflicts, lesson study, professional development, higher education, calculus

CITATION

Vieira, L. H., da Ponte, J. P., & Quaresma, M. (2025). Collaboration and conflicts among university teachers in a lesson study. European Journal of Science and Mathematics Education, 13(4), 238-254. https://doi.org/10.30935/scimath/17154

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