Development of self-efficacy perceived through the lesson study in early childhood preservice teacher education

As university teachers in charge of the initial education of prospective Early Childhood Education teachers, we are interested in the development of professional education devices, as well as in the instruments that allow us to show the effectiveness of these devices. In this paper we intend to show how the Lesson Study, under the didactic paradigm of the Theory of Didactic Situations, allows to develop the degree of perceived self-efficacy of prospective teachers. For this purpose, we organize a process of Lesson Study based on the Theory of Didactic Situations and we study the impact that this professional education device has on the perceived self-efficacy of prospective teachers by means of a quantitative questionnaire.