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.
Aras et al. (2026) studied this question.