The reflections of the lesson study model on the technological pedagogical content knowledge (TPACK) of primary teacher candidates in the context of science lessons

The aim of this study is to examine the contribution of the lesson study model to the Technological Pedagogical Content Knowledge (TPACK) development of prospective classroom teachers. Before starting the study within the scope of this research, a small seminar was organized to inform prospective teachers about the lesson study model. The case study design, one of the qualitative research methods, was used in the research. The study group of the research consists of 12 teacher candidates from the fourth grade students of the classroom teaching program and criterion sampling technique was used to determine the participants. The analysis of the data obtained in a five-week period in the research was made with content analysis. In the study, observations on classroom practices, focus group interviews, individual interviews, pre-service teachers' diaries and lesson plan matrices were used as data collection tools. After the pre-service teachers were divided into three groups of four, they were allowed to prepare a lesson plan for the subject specified in the program. The plan prepared within the scope of "Research Lesson" was applied weekly by the teacher candidate determined in the specified class. In the post-implementation meetings, evaluations were made to reflect the jointly prepared lesson plans to the classroom practices. As a result of the research, it has been observed that the lesson study model has a limited effect on the conceptual and nature of science knowledge of teacher candidates. It has been determined that they have made more progress in subjects such as giving examples from daily life on the subject of curriculum information, peer learning due to joint action, use of materials suitable for the level of the student, the need to come to the lesson with preparation, and the correct use of the textbook. Although it was observed that the pre-service teachers had activities above the classroom level and used words from time to time in the classroom practices, the pre-service teachers stated that they realized their mistakes in the reflection meetings and it was observed that the pre-service teachers made an effort to correct the mistakes. Also, it was determined that the teacher candidates sometimes used them incompletely or incorrectly, it was observed that they started to use different methods-techniques suitable for the parts of the course, especially towards the last weeks. Likewise, towards the last weeks, it was determined that the two groups carried out different evaluation activities suitable for the subject and purpose. At the beginning of the application, it was observed that the pre-service teachers almost never use digital technology and they had difficulties in time and classroom management for context knowledge, classroom design suitable for the subject and student level. Although there were deficiencies towards the end of the study, they integrated technology into classroom practices and made an effort towards context knowledge and they partially albeit they have made some progress. As a result, in this study, it was determined that teacher candidates made positive progress in all sub-components of TPACK as a result of lesson study model applications. In line with the results obtained from the study, some suggestions were made to the relevant education stakeholders.