Lesson study and virtual exchange as a context to involve mathematics preservice teachers with inclusive education

Abstract Current curriculum documents underline the need to develop inclusive education. Participating in lesson study is an opportunity for mathematics preservice teachers to engage with ideas in this field. In addition, exchange activities between preservice teachers from different countries is a way to strengthen a positive disposition towards the profession, while contributing to the development and consolidation of professional knowledge. Thus, our aim is to know how preservice teachers from two countries engage with inclusive education ideas in the context of lesson study supported in a virtual environment. This research is qualitative and is based on a collaborative exchange in the first semester of 2025 between preservice teachers of three different universities, two in Brazil and one in Portugal. The exchange activities were held online based on the Zoom platform and offline using Google Drive and Google Docs. The preservice teachers were in the final stages of their initial teacher education preparation. The results show how the activities jointly carried out in a virtual setting contributed to the participants’ recognition of how to organize teaching for inclusive education. However, the findings also highlight challenges arising from cultural and curricular differences between the two countries.