Teachers’ emotions during a professional development program based on lesson study

Abstract

Lesson study is a method of professional development with considerable benefits for teachers. This paper aims at exploring teachers’ emotions during a professional development program based on a two-cycle lesson study. In this exploratory study, a sample of 41 elementary education teachers was considered. Two versions of a questionnaire were applied, and the answers were quantitatively analyzed. Despite several negative emotions appeared during the first implementation cycle, the results evidence a substantial change in teachers’ perceptions towards curiosity, engagement, and relief.