Lesson Study in Pre-Service Physics Teachers’ Education: A Case in Brazil

Lesson study (LS) is a teaching improvement process that began in Japan more than 100 years ago. As the LS is still a new approach in the Brazilian context, this paper will discuss how it could be implemented in the pre-service physics teacher training. To accomplish this, a group was created with 6 pre-service teachers who held 11 meetings, which integrated two LS cycles. The data for this research were collected through field notes and materials produced by pre-service physics teachers. The collected data were analyzed by Bardin's content analysis. According to the results obtained, it highlighted that pre-service teachers had gaps in knowledge about the basic contents of Physics and LS showed that collective work with peers could promote reflection and enable classes that were closer to the students' reality, minimizing the difficulty and rejection by Physics in basic education, improving the students’ learning.