Mixed-methods analysis reveals collaborative lesson planning enhances knowledge creation in pre-service teachers, highlighting its value across SECI dimensions.
Purpose This study explores how collaborative lesson planning (CLP) supports knowledge creation among pre-service teachers (PSTs) within the socialization, externalization, combination and internalization (SECI) knowledge creation model. Design/methodology/approach A convergent mixed-methods design was employed. Quantitative data were collected from 327 PSTs using the Collaborative Lesson Planning Scale, while qualitative data were gathered from 50 representative reflection forms and four focus group interviews. Data were analyzed through joint display analysis, aligning quantitative and qualitative findings across the SECI model dimensions. Findings The findings revealed that CLP supported all four SECI dimensions. PSTs reported increased collaboration, improved communication, integration of feedback and deeper understanding of instructional planning. CLP fostered professional growth, reflective thinking and confidence in future teaching practice. Originality/value This study contributes original insights into how structured collaborative experiences facilitate pedagogical knowledge creation and addresses the limited focus on CLP in non-education faculty contexts.
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Kırmızı et al. (2025) studied this question.
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