Original Research

Lessons learned from pre-service teachers when implementing the lesson study approach and inquiry-based learning

Irene Muller
African Journal of Teacher Education and Development | Vol 3, No 1 | a48 | DOI: https://doi.org/10.4102/ajoted.v3i1.48 | © 2024 Irene Muller | This work is licensed under CC Attribution 4.0
Submitted: 28 February 2024 | Published: 09 August 2024

About the author(s)

Irene Muller, School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Vanderbijlpark, South Africa

Abstract

Background: In the training of pre-service teachers a collaborative lesson study approach was implemented as a teaching strategy, with citizen science as a teaching tool and incorporation of sustainable developmental goals (SDGs).

Aim: The aim of the research was to determine to what extent the lesson study approach (LSA) enabled pre-service teachers to plan lessons in natural science.

Setting: The research was executed at a higher educational institute situated on a campus in an industrial area next to a large river in Gauteng province, South Africa.

Methods: In this participatory action learning and action research pre-service teachers, as co-researchers, indicated their experience when collaborate planning, reflect and present lessons.

Results: The pre-service teachers indicated that the LSA allowed to acknowledge diversity in knowledge and learning. They reported to gain skills like problem-solving, systemic thinking and communication. Inclusion of citizen science and SDGs enhance education for sustainable development.

Conclusion: The inclusion of the LSA has cognitive and affective gains which outcast the challenges of timing and resources.

Contribution: The LSA allows for pre-service teachers to work collaboratively in lesson planning and allows for the inclusion of unique teaching tools such as citizen science and SDGs.


Keywords

Lesson Study Approach; inquiry-based learning; education for sustainable development; sustainable development goals; citizen science; pre-service teachers; diversity in classrooms.

Sustainable Development Goal

Goal 4: Quality education

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