Work-Integrated Learning (WIL) is crucial in exposing pre-service teachers (PSTs) to the realities of the classroom. However, many PSTs face challenges in lesson planning, lesson delivery, and reflective learning, particularly in the diverse, resource-constrained South African schooling context. The lesson study approach is recognised for enhancing PSTs’ lesson preparation and presentation skills. Drawing on Lave and Wenger’s (1991) situated learning theory (SLT), this qualitative study explores PSTs’ perceptions of lesson study during WIL. An interpretivist paradigm is applied to deduce PSTs’ views on lesson study when practically implementing the theory of teaching during WIL. The findings suggest that PSTs perceive lesson study as a collaborative learning tool that encourages them to consider the impact of contextual factors on lesson planning and delivery, particularly in diverse and resource-constrained contexts. The study highlights the potential for lesson study to enhance the WIL component of initial teacher preparation programmes in South Africa.
Herman et al. (Thu,) studied this question.