Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
The induction phase for newly hired teachers is essential for their professional integration, but it sometimes presents several challenges in the relationship between tutor and tutee. Feedback, often perceived as evaluative rather than formative, limits the professional growth of new teachers (Heilbronn et al., 2002; La Rocca & Casale, 2022; Fiorucci & Moretti, 2022), while the lack of shared reflection on teaching practices hinders the development of critical awareness (Kemmis et al., 2014). This paper aims to present Lesson Study as an effective operational tool to address these issues by promoting collaborative learning and shared critical reflection on teaching practices (Bussi et al., 2018). Through this approach teachers can enhance the quality of instruction and systematically manage the challenges of professional collaboration (Nuzzaci, 2011).
