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Designing tasks to foster students' learning is challenging for teachers. In this article, we aim to understand how designing, enacting, and reflecting on tasks promotes the development of in-service and prospective teachers' didactical knowledge during lesson study. Data was collected through participant observation with audio recordings and document collection. Data analysis was based on a category system for task design and students' work and a teachers' didactical knowledge framework. The results suggest that, despite their different teaching experiences, there are aspects that both in-service and prospective teachers attended to when designing tasks. However, in-service teachers had clearer aims when designing tasks and changed them, after observing and reflecting on students' work. Moreover, proposing tasks and reflecting on students' work allowed both groups to rethink their practice to foster students' learning, highlighting the potential of lesson study to deepen their knowledge.

Purpose: This article aims to analyse how a teacher leads whole-class discussions during and after participating in lesson studies and to what extent that participation influences her teaching practice. Design/methodology/approach: This is a qualitative/interpretative research with a case study design, carried out with a secondary school mathematics teacher who participated in two lesson studies. Data were collected from participant observation, audio recording of lesson study (LS) sessions and discussions with the teacher, video recording of lessons and semi-structured interviews. Frameworks regarding the teachers' actions are used in the analysis. Findings: The results suggest that in her teaching practice, the teacher led students to explain their strategies with supporting/guiding actions, but she also challenged the students to justify their productions, ensuring that the students' ideas were clear. Additionally, the teacher explored incorrect strategies and disagreements, inviting and challenging other students to intervene or react and involved students in drawing connections, as discussed in the LS. Therefore, the teacher put into practice several actions teachers can do in leading whole-class discussions to promote students' learning. Participating in LS was an opportunity to rethink her teaching practice, as the teacher pointed out, bringing her a new perspective on leading discussions in which students play an active role in learning mathematics, creating opportunities for the students to explain and react to their colleagues' ideas. Originality/value: This article examines an under-researched issue: the influence of LS on the way a teacher leads whole-class discussions, during and after participating in lesson studies.

The purpose of this study was to analyse representations of hegemonic masculinity in physical education (PE) mixed classes, the only curricular discipline having sport as its contents in the Portuguese educational system. The analysed data come from semi-structured interviews with Portuguese secondary school teachers and students and from class observation. The sample is formed by 10 PE teachers (five men and five women), 40 students (20 boys and 20 girls) and six classes. An inductive analysis of the data was carried out following the processing of the information by the program "QSRNVivo." Sports practices seem to be responsible for spreading a hegemonic masculinity, with an implicit learning and recognition of the necessary manhood code indispensable to a full affirmation and acceptance of being a man. It seems then that we have to consider PE as a singular social space in which the discourses and the practice reiterate the traditional form of masculinity. (Contains 1 note.)

The purpose of this study was to analyse representations of hegemonic masculinity in physical education (PE) mixed classes, the only curricular discipline having sport as its contents in the Portuguese educational system. The analysed data come from semi‐structured interviews with Portuguese secondary school teachers and students and from class observation. The sample is formed by 10 PE teachers (five men and five women), 40 students (20 boys and 20 girls) and six classes. An inductive analysis of the data was carried out following the processing of the information by the program QSRNVivo. Sports practices seem to be responsible for spreading a hegemonic masculinity, with an implicit learning and recognition of the necessary manhood code indispensable to a full affirmation and acceptance of being a man. It seems then that we have to consider PE as a singular social space in which the discourses and the practice reiterate the traditional form of masculinity. [ABSTRACT FROM AUTHOR]

The chemical composition of the Portuguese-grown geranium essential oil (Pelargonium hybrid)cultivated in northern Portugal, which also grows wild,was examined. It was found that the geranium oil herein obtained had characteristics intermediate between Bourbon and China types, with good olfactory quality and presenting characteristics different from those previously studied. The essential oils of fresh/dried and green/yellow geranium leaves were compared. Solvent extraction methods were also employed and the composition of the respective absolutes was determined and compared with the essential oil. It was concluded that using air-dried plant and yellow leaves improved the quality of geranium oil. Moreover, the absolute obtained from a diethyl ether extract had the best organoleptic properties of the extracts studied. [ABSTRACT FROM AUTHOR]