ARTICLES
DOI DOI: 10.38140/ijspsy.v6i1.2292

From theory to practice: Pre-service teachers' insights on lesson study in work-integrated learning

Tracey Herman1, Wiets Botes1, Anthony Mpisi1, Walter Walter Herman2
  1. 1 Sol Plaatje University, South Africa
  2. 2 Provincial Monitoring and Evaluation, Office of the Premier, Northen Cape

Abstract

Work-Integrated Learning (WIL) is crucial in exposing pre-service teachers (PSTs) to the realities of the classroom. However, many PSTs face challenges in lesson planning, lesson delivery, and reflective learning, particularly in the diverse, resource-constrained South African schooling context. The lesson study approach is recognised for enhancing PSTs’ lesson preparation and presentation skills. Drawing on Lave and Wenger’s (1991) situated learning theory (SLT), this qualitative study explores PSTs’ perceptions of lesson study during WIL. An interpretivist paradigm is applied to deduce PSTs’ views on lesson study when practically implementing the theory of teaching during WIL. The findings suggest that PSTs perceive lesson study as a collaborative learning tool that encourages them to consider the impact of contextual factors on lesson planning and delivery, particularly in diverse and resource-constrained contexts. The study highlights the potential for lesson study to enhance the WIL component of initial teacher preparation programmes in South Africa.

How to Cite

Herman, T. ., Botes, W., Mpisi, A., & Walter Herman, W. (2026). From theory to practice: Pre-service teachers’ insights on lesson study in work-integrated learning. International Journal of Studies in Psychology, 6(1), 1–7. https://doi.org/10.38140/ijspsy.v6i1.2292
Endnote/Zotero/Mendeley (RIS) BibTeX

References

  1. Adebola, O. O., & Tsotetsi, C. T. (2022). Challenges of Pre-Service Teachers' Classroom Participation in a Rurally Located University in South Africa. Journal of Educational and Social Research, 12(5), 210–221. https://doi.org/10.36941/jesr-2022-0135
  2. Blaik Hourani, R. (2012). Pre-service Teachers' Reflection: Perception, Preparedness, and Challenges. Reflective Practice, 14(1), 12–30. https://doi.org/10.1080/14623943.2012.732947
  3. Botes, W., Moreeng, B., & Mosia, M. (2022). Pre-service teachers’ experiences of a lesson study approach as a form of student support. Issues in Educational Research, 32(1), 57–70. https://search.informit.org/doi/10.3316/informit.475600923801873
  4. Bouwer, M., Venketsamy, R., & Bipath, K. (2021). Remodelling work-integrated learning experiences of Grade R student teachers. South African Journal of Higher Education, 35(4), 16–33. https://doi.org/10.20853/35-4-4331
  5. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  6. Cajkler, W., Wood, P., Norton, J., Pedder, D., & Xu, H. (2015). Teacher perspectives about lesson study in secondary school departments: A collaborative vehicle for professional learning and practice development. Research Papers in Education, 30(2), 192–213. https://doi.org/10.1080/02671522.2014.887139
  7. Chou, C. (2019). Investigating EFL elementary student teachers' development in a professional learning practicum. In J. Mena, A. García-Valcárel, & F. García-Peñalvo (eds.), Teachers' professional development in global contexts: Insights from teacher education (pp. 41–59). Leiden, The Netherlands: Brill Sense.
  8. Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
  9. Davids, M. N. (2018). Ideology critique as decolonising pedagogy: Urban forced removals as a case study. Educational Research for Social Change, 7(SPE), 16–30. http://dx.doi.org/10.17159/2221-4070/2018/v7i0a2
  10. Department of Basic Education [DBE]. (2015). Action plan to 2019: Towards the realization of schooling in 2030: Taking forward South Africa's national development plan. Pretoria, South Africa: Department of Basic Education. Retrieved from https://www.education.gov.za
  11. Department of Higher Education and Training. (2015). National Qualifications Framework Act, 2008: Revised policy on the minimum requirements for teacher education qualifications (Notice No. 111 of 2015). Pretoria, South Africa: Department of Higher Education and Training. Retrieved from https://www.dhet.gov.za
  12. du Plessis, E. (2020). Student teachers' perceptions, experiences, and challenges regarding learner-centred teaching. South African Journal of Education, 40(1), 1–10. https://doi.org/10.15700/saje.v40n1a1631
  13. Dudley, P. (2014). Lesson study: A handbook for teacher-led improvement of learning. London, England: Routledge.
  14. Fernandez, C. (2002). Learning from Japanese approaches to professional development: The case of lesson study. Journal of Teacher Education, 53(5), 393–405. https://doi.org/10.1177/002248702237394
  15. Gulya, N., & Fehérvári, A. (2023). Fostering culturally responsive pedagogy-related competencies among pre-service teachers: A systematic review of the recent research literature. Research Papers in Education, 39(2), 348–378. https://doi.org/10.1080/02671522.2023.2228312
  16. Kwatubana, S., & Bosch, M. (2019). The value of teaching practice as perceived by Postgraduate Certificate in Education (PGCE) students. South African Journal of Education, 39(2), Art. #1512, 10 pages, https://doi.org/10.15700/saje.v39n2a1512
  17. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
  18. Lewis, C. C., Perry, R. R., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Portsmouth, NH: Heinemann.
  19. Marais, P. (2016). We can't believe what we see: Overcrowded classrooms through the eyes of student teachers. South African Journal of Education, 36(2), 1–10. https://doi.org/10.15700/saje.v36n2a1201
  20. Marcos, J. J. M., Miguel, E. S., & Tillema, H. H. (2009). Teacher reflection on action: What is said (in research) and what is done (in teaching). Reflective Practice, 10(2), 191–204. https://doi.org/10.1080/14623940902786206
  21. Merriam, S. B., & Grenier, R. S. (2019). Introduction to qualitative research. In S. B. Merriam & R. S. Grenier (Eds.), Qualitative research in practice: Examples for discussion and analysis (pp. 1–18). Hoboken, NJ: John Wiley & Sons.
  22. Mkhasibe, R. G., & Mncube, D. W. (2020). Evaluation of pre-service teachers' classroom management skills during teaching practice in rural communities. South African Journal of Higher Education, 34(6), 150–165. https://doi.org/10.20853/34-6-4079
  23. Mokgwathi, M. S., Graham, M. A., & de Villiers, J. J. R. (2023). School infrastructure challenges in South Africa: Experiences of high school principals and teachers. South African Journal of Education, 43(4), Article #2303. https://doi.org/10.15700/saje.v43n4a2303
  24. Muller, I. (2024). Lessons Learned from Preservice Teachers When Implementing the Lesson Study Approach and Inquiry-Based Learning. African Journal of Teacher Education and Development, 3(1), Article a48. https://doi.org/10.4102/ajoted.v3i1.48
  25. O'Donoghue, T. (2019). Planning your qualitative research thesis or project: An introduction to interpretivist research in education and the social sciences (2nd ed.). New York, NY: Routledge.
  26. Olawale, B. E. (2024). Impact of pre-service teacher education programme on mathematics student teachers' teaching practices during school experiences. Education Sciences, 14(7), 762. https://doi.org/10.3390/educsci14070762
  27. Peters, W. (2004). Apartheid politics and architecture in South Africa. Social Identities, 10(4), 537–547. https://doi.org/10.1080/1350463042000258953
  28. Purwanti, E., & Hatmanto, E. D. (2019). Understanding EFL teachers' beliefs about lesson study and their knowledge development viewed from social cultural theory of Vygotsky. English Language Teaching Educational Journal, 2(1), 50–61. Retrieved from https://files.eric.ed.gov/fulltext/EJ1283027.pdf
  29. Ramsaroop, S., & Gravett, S. (2017). The potential of teaching schools in enabling student teacher learning for the teaching profession. Journal of Curriculum Studies, 49(6), 848–865. https://doi.org/10.1080/00220272.2017.1325516
  30. Teacher Education Ministerial Advisory Group. (2014). Action now: Classroom-ready teachers. Canberra, Australia: Australian Government, Department of Education. Retrieved from http://www.studentsfirst.gov.au/teacher-education-ministerial-advisory-group
  31. Thaba-Nkadimene, K. L., & Mmakola, S. D. (2019). Examining the performance of teacher graduates from Limpopo rural university. South African Journal of Higher Education, 33(5), 169–181. https://doi.org/10.20853/33-5-3596
  32. Triyanto, & Handayani, R. D. (2019). Adopting lesson study to enhance pre-service teachers' pedagogical knowledge. The New Educational Review, 56, 244–254. http://repository.unej.ac.id/handle/123456789/105211
  33. Van Putten, S. (2018). Using participatory reflection and action to enhance the development of the professional teacher identity of pre-service mathematics teachers. Journal of Education Studies, 17(2), 15–26. https://hdl.handle.net/10520/EJC-197acfd0e3
  34. Wenger-Trayner, E., & Wenger-Trayner, B. (2015, April 15). Brief introduction to communities of practice. Retrieved from http://wenger-trayner.com/wp-content/uploads/2015/04/07-Brief-introduction-to-communities-of-practice.pdf
  35. Wenger-Trayner, E., Wenger-Trayner, B., Reid, P., & Bruderlein, C. (2023). Communities of practice within and across organizations: A guidebook (2nd ed.). Social Learning Lab. Retrieved from https://www.sociallearninglab.org
  36. Xu, H., & Pedder, D. (2015). Lesson study: An international review of the research. International Journal of Lesson and Learning Studies, 4(2), 137-149. https://doi.org/10.1108/IJLLS-09-2014-0032
  37. Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: SAGE.