Maestría en Pedagogía · 2026

Transformación de la práctica de enseñanza en ciencias sociales a partir de la reestructuración de las acciones constitutivas y mediada por la metodología de lesson study

Resumen

This Study examines how teaching practice in Social Sciences is transformed when working in triads using the Lesson Study methodology. The aim was to analyze changes in the constitutive actions of planning, implementation, and assessment of learning resulting from collaborative work. A qualitative Study with an action research design was conducted, organizing the experience into cycles of planning, observation, and reflection supported by classroom evidence (collaborative texts, observation records, audio recordings, and rubrics). The results show greater coherence between intended learning outcomes (RPA), activities, and assessment; improved student argumentation; and sustained progress in collaborative work. Assessment shifted from a summative emphasis to a formative approach with explicit criteria and ongoing feedback. It is concluded that design coherence (fewer tasks, better aligned) and peer review support real and transferable changes in teaching practice.