Student Teachers' Pedagogical Content Knowledge, Beliefs, and Practices Within the Context of Lesson Study

The purpose of lesson study (LS), which aims to enhance student learning, is to develop teachers' teaching competencies. Despite an expanding body of research on lesson study, few studies have delved into how the components of lesson study can be leveraged to promote student teachers' pedagogical content knowledge (PCK) in science classrooms. This case study aimed to investigate how LS fosters PCK, particularly concerning the dynamic interplay between teachers' knowledge, beliefs, and practices. The participants consisted of two student teachers, two cooperating teachers, and a university mentor. To analyze the data from content representations, lesson plans, interviews, and observations, inductive analysis was utilized. The findings revealed that reflecting on student learning is essential for adjusting instruction and anticipating challenges enables proactive preparation. Collaborative learning spaces, especially partnerships between cooperating teachers and student teachers, cultivate positive learning environments and innovative teaching strategies. Open-mindedness within the learning community is vital to developing PCK in student teachers. This study suggests that by incorporating these key elements into teacher education programs, we can better prepare science teachers to be adaptable, reflective, and collaborative practitioners who can effectively meet the diverse needs of their students.