“I feel that I have truly found myself”: preservice early childhood teachers' experiences of lesson study
International Journal for Lesson and Learning Studies, pp.1-16, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Publication Date: 2026
- Doi Number: 10.1108/ijlls-01-2026-0003
- Journal Name: International Journal for Lesson and Learning Studies
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- Page Numbers: pp.1-16
- Keywords: Communities of practice, Early childhood teacher education, Lesson study, Professional development, Teaching practice
- Hacettepe University Affiliated: Yes
Abstract
Purpose – This study aims to examine preservice early childhood teachers' experiences of Lesson Study within Communities of Practice framework. Design/methodology/approach – The study adopted a case study design. Twenty-three preservice early childhood teachers participated regularly for 12 weeks in the Lesson Study process going through the stages of collaborative planning, simulation, peer observation and feedback, classroom implementation, and re-planning. Data were collected using self-assessment forms. The four dimensions of Wenger's (1998) Communities of Practice were used to systematically analyze the self-assessment forms. Findings – The findings indicate that Lesson Study contributed to preservice teachers' learning experiences, specifically examined through the lens of the four interrelated learning dimensions, including community, meaning, practice, and identity. Research limitations/implications – The findings suggest that incorporating Lesson Study into early childhood teacher education programs can foster preservice teachers' sense of belonging, shared meaning-making, practice-based competence, and professional identity development. Given the limited number of studies examining such models in early childhood education, teacher education programs may consider adopting and adapting these approaches to strengthen practice-oriented and community-based learning opportunities. Originality/value – This study offers empirical insight into preservice teachers' multidimensional learning within the Lesson Study process in early childhood education. By focusing on community, meaning, practice, and professional identity, it extends current understandings of how collaborative, practice-based learning environments support preservice teacher development.