Abstract:
This paper reports on how a team of final-year pre-service teachers experienced a lesson
study approach, as a program-specific form of student support. Guided by Bandura's
social learning theory, this purposive qualitative case study reveals how the pre-service
teachers' engagement in the lesson study approach triggered feelings of commitment,
dedication and motivation to succeed in the process of developing well-structured lesson
presentations for a teaching practicum experience. The paper describes how the lesson
study approach allowed the team of pre-service teachers to engage in collaborative practices which enabled them to share creative lesson ideas in a small-group format. The
paper further reports on the lesson reflection experiences encountered by the pre-service
teachers which empowered them to reflect and learn from their fellow peers' teaching
experiences. The paper suggests that the lesson study approach, as a form of student
support, serves as a valuable intervention that has the potential to better the lesson
preparation capabilities of pre-service teachers in development. Further research should
consider a larger sample that might render more diverse experiences in terms of how
pre-service teachers experience a lesson study approach.
