| dc.description.abstract | Most pre-service teachers work individually in preparing their teaching and
learning activities and rarely work closely with others. The purpose of this
research was to investigate pre-service teacher pedagogical knowledge through
lesson study. Data were collected with the use of an interview and observation.
Qualitative data were analyzed in four stages: organizing data, exploring and
sorting data, descriptive analysis, invention interpretation, and validation.
Results indicated that lesson study enhanced pedagogical knowledge of the
pre-service teacher in planning, preparation, teaching strategies, problem-solving, classroom management, questioning skills, and assessment. Lesson study
enhanced the pre-service teacher’s experience by comprehensively focusing on
all facets of school in learning and teaching settings offering learning experiences | en_US |
