DIDACTICAL SUITABILITY CRITERIA USED BY ITALIAN TEACHERS IN LESSON STUDIES

This paper aims to identify the Didactical Suitability Criteria used by a group of Italian teachers participating in Lesson Studies. The written reflections and report documents such as the Lesson Plans are qualitatively analysed. The results suggest that all the Didactical Suitability Criteria are considered: the Epistemic, Cognitive, Interactional and Ecological criteria are particularly prominent; the Emotional and Mediational criteria sporadically appear. These criteria are shared in the practices of these teachers, but implicitly considered. As the Didactic Suitability framework makes them explicit, we suggest that it can be implemented in Lesson Study procedures as a guide for the a priori analysis of contents, objects and practices.