Investigation of the effectiveness of the lesson study model on the development of teacher candidates' teaching skills

In this study, it was aimed to evaluate the role of the lesson study model in developing the teaching skills of prospective classroom teachers. This study was designed as a case study. Reflective evaluation reports of the lesson study team and records of the meetings were used as data collection tools. In addition to these, the preparation, implementation and evaluation of lesson plans and the evaluation of pre-service teachers in the learning-teaching environment were also conducted. In this context, the research/inquiry-based teaching observation form (Reformed Teaching Observation Rubric-RTOP) developed by Sawada and Piburn (2002) was used. The lesson plans prepared by the pre-service teachers individually in accordance with the learning outcomes in the curriculum were also used. The pre-service teachers' opinions about the plans and their reflective evaluations on the implementation of the lesson plans prepared through lesson study were used. In addition, lesson evaluations of the implementation of the lesson plans prepared based on inquiry-based research, which were also carried out in accordance with this approach, were also used. In this context, the data were collected by obtaining permission from the MoNE, the classroom teacher in whose lessons the teaching practice would take place, and the study group. The data collected for each application were analyzed separately and progressively by descriptive analysis method. As a result of the analysis, it was concluded that lesson study processes improved pre-service teachers' outcome-oriented lesson study skills. After the end of the applications, data were collected through one-to-one interviews to determine the opinions of the pre-service teachers. As a result of these interviews, it was concluded that pre-service teachers improved professionally with the lesson study model.