Lesson Study as a training strategy and instrument for conceptual change: an experience of inclusion in Primary Education

Inclusion is one of the actual biggest challenges in education. Lesson Studies (LS) have proven to be a powerful tool for improving teaching practices that facilitate the participation and learning of all students. This paper aims, in addition to further exploring these aspects, to explore their effect on teachers' implicit conceptions. A special focus on student participation was maintained throughout the work both in the analysis of the change in practices and in the conceptions studied. A collaborative action-research experience has been developed with a team of three teachers through one cycle of LS, together with strategies for listening to students' voices. The results and teachers' statements strengthen LS as a training tool and prove its potential to bring about change in conceptions.