The effect of lesson study model on the development of social studies teacher candidates' professional skills: An action research

The Lesson Study Model is defined as the collaborative analysis of the data generated by steps such as planning, conducting, observing, reflecting and re-planning by a group of educators and the observation of lessons in the live classroom environment. This model, which is also considered as collaborative action research, has a long-established history in teacher education in Japan, where it originated. In this study, it was aimed to examine the effect of the lesson study model on the development of social studies teacher candidates' professional skills. In the study, qualitative approach was adopted and action research method was applied. In this model, which was implemented in a secondary school in the central district of Niğde province in the spring semester of the 2021-2022 academic year, the participant group consisted of five senior social studies teacher candidates (practitioners), the researcher (facilitator, expert, researcher), the supervisor (the researcher's thesis supervisor), the social studies teacher of the implementation school (external expert), and seventh grade students. The research reflects an eight-week period characterized by observation of lessons, writing individual and joint plans, presentation of the planned research lessons by the practitioners, evaluation of the lessons, meetings for new plans, and a reflection session at the end of the process (sharing the results with the relevant public). During this period, the following were used as data collection tools: lesson plans, revised lesson plans, lesson observation forms, interview forms, meeting observation forms and participant diaries. These tools were analyzed using qualitative and quantitative data analysis techniques. At the end of the study, the following findings were reached regarding the effect of the lesson study model on the development of social studies teachers' professional skills: In the study, it was seen that teacher candidates' evaluated the Lesson Study model as a model that can be used in professional development. Practitioners of the research course planning phase; It has been observed that it has a positive effect on planning skills, subject area mastery, field knowledge and field education knowledge. In the study, the lesson study model was described as encouraging in the learning of professional knowledge that was evaluated as missing. The external expert (the social studies teacher of the implementation school) and the researcher (facilitator, expert) were characterized by the practitioners as directive, helpful, facilitator, guide and instructor. In the study, it was seen that teacher canditates' (practitioners) agreed on the feasibility of the lesson study model in the Teaching Practice II course and the contribution of the model to the course. The teacher candidates stated that the model's development of communication and cooperation was a strength of the model. While the finding that the model requires practitioners to gain competence in order to be successfully implemented was considered as a weakness in the research, the fact that it was applied to the same group of students was expressed as a limitation. It was seen that the teacher candidates', who associated the model with concepts such as pyramid, deduction, induction, station, ring, train and stages of human life due to its gradual structure, thought of experiencing lesson study practices with their colleagues in their professional lives. In the light of the findings of the research, it is recommended that the model be disseminated, applied through various patterns in different branches, levels and courses, and used within the scope of teacher professional development and in-service training.