Improvement of Reflection on Teaching Practice in a Training Course That Integrates the Lesson Study and Criteria of Didactical Suitability

This article discusses a qualitative case study involving eight mathematics teachers in Brazil. The aimed to analyze the effectiveness of training course that combined Lesson Study and Criteria Didactical Suitability developing reflective competence teachers. is professional development strategy encourages collaborate reflect on their teaching practices, while tool guides teachers’ reflection. evaluate usefulness enhancing reflection skills assess participants’ perception its usefulness. analysis revealed participating improved skills, specifically by utilizing more effectively third phase course. However, has limitations, such as being conducted virtually specific context. Overall, this highlights potential combining Further research can explore efficacy approach different contexts.