Investigating lesson syudy model within the scope of professional development in terms of pre-service teachers

Training qualified teachers is one of the most important factors for education systems to be successful. The process of training pre-service teachers thought to have an important place in the process of educating qualified teachers. In this process, training pre-service teachers in a professionally equipped manner is seen as a process that will directly affect the educational activities. This study aimed to examine the lesson study model within the scope of professional development in terms of student teachers. The study was designed with a single case study, one of the qualitative research methods. The sample consisted of pre-service teachers who were studying at Muş Alparslan University, Faculty of Education, Division of Classroom Instruction Education, in the 2017-2018 academic year. A total of eight pre-service teachers (four males and four females) were recruited by the criterion sampling method and on a voluntary basis. First, a curriculum was developed in order to introduce the lesson study model to pre-service teachers. The data were collected through semi-structured interview forms and diaries of pre-service teachers. Semi-structured interviews were conducted in three different periods and three different scopes as interviews conducted before the developed curriculum, interviews conducted after the developed curriculum and interviews conducted after the application. Diaries of pre-service teachers were filled out every week after the application. Data obtained from semi-structured interviews and diaries of pre-service teachers were analyzed by two different encoders with content analysis method. As the end of the analysis, the codes were compared, the compatible codes were determined and a common judgment was reached after discussing non-compliant codes. The results showed that the lesson study model contributed significantly to the professional development of pre-service teachers. When the findings of the study were examined, it was noted that the lesson study model developed the knowledge and skills of pre-service teachers on the basis of lesson planning, teaching method-technique and course evaluation; it was also concluded that the cooperation within the scope of the model provided important contributions to them both professionally and in character. In addition, the results of this study showed that the lesson study model had some limitations and that how the model could be better applied. Based on the study results, with the thought that the model research model will increase the professional quality, It was suggested that this model should be introduced to pre-service teachers via pre-service training and to the teachers through in-service trainings, and then the application was suggested. Keywords: Lesson study model, teacher professional development, pre-service teachers' training, qualified teacher