View in EDS

The Role of Lesson Study in Pre-Service Teacher Education: A Systematic Review

Saved in:
Bibliographic Details
Title: The Role of Lesson Study in Pre-Service Teacher Education: A Systematic Review
Language: English
Authors: Gamze Almacioglu (ORCID 0000-0001-7739-1933), Fadime Yalcin Arslan (ORCID 0000-0003-0644-5636)
Source: International Journal for Lesson and Learning Studies. 2026 15(2):99-123.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Communities of Practice, Preservice Teacher Education, Preservice Teachers, Microteaching, Mentors, Cooperation, Reflection, Pedagogical Content Knowledge, Intellectual Disciplines, College School Cooperation, Teaching Skills, Lesson Plans, Planning, Self Efficacy, Theory Practice Relationship, Program Effectiveness
DOI: 10.1108/IJLLS-07-2025-0179
ISSN: 2046-8253
Abstract: Purpose: This systematic review examines the role of lesson study (LS) in pre-service teacher education by synthesising findings from 37 empirical studies published between 2010 and 2024. It investigates how LS has been conceptualised, implemented and evaluated within initial teacher education (ITE) contexts, emphasising its contributions to teacher preparation. Design/methodology/approach: The review systematically analysed 37 peer-reviewed empirical studies, mapping thematic trends across diverse educational and cultural settings. It also examined methodological approaches used in these studies, identifying the prevalence of qualitative research designs and the emerging use of mixed-method approaches. Findings: The review emphasises core roles of LS in supporting pre-service teacher development, including promoting collaborative learning, fostering reflective practice, enhancing lesson planning and connecting theory with practice. LS is shown to be adaptable across different subjects and institutional contexts, although challenges such as time constraints and coordination difficulties still exist. The findings also indicate that LS research is becoming more diverse in methodology, with newer studies employing mixed-method approaches. Originality/value: This study provides a comprehensive review of LS research in pre-service teacher education, emphasising its importance in offering structured opportunities for inquiry, observation and feedback. It highlights LS as a practice-based method that enhances teacher preparation and proposes future research directions, including the adoption of digital LS models, investigation of school-university collaborations and involvement of broader stakeholders.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506276
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1506276
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Role of Lesson Study in Pre-Service Teacher Education: A Systematic Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gamze+Almacioglu%22">Gamze Almacioglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7739-1933">0000-0001-7739-1933</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fadime+Yalcin+Arslan%22">Fadime Yalcin Arslan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0644-5636">0000-0003-0644-5636</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Lesson+and+Learning+Studies%22"><i>International Journal for Lesson and Learning Studies</i></searchLink>. 2026 15(2):99-123.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Microteaching%22">Microteaching</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disciplines%22">Intellectual Disciplines</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Planning%22">Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJLLS-07-2025-0179
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2046-8253
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This systematic review examines the role of lesson study (LS) in pre-service teacher education by synthesising findings from 37 empirical studies published between 2010 and 2024. It investigates how LS has been conceptualised, implemented and evaluated within initial teacher education (ITE) contexts, emphasising its contributions to teacher preparation. Design/methodology/approach: The review systematically analysed 37 peer-reviewed empirical studies, mapping thematic trends across diverse educational and cultural settings. It also examined methodological approaches used in these studies, identifying the prevalence of qualitative research designs and the emerging use of mixed-method approaches. Findings: The review emphasises core roles of LS in supporting pre-service teacher development, including promoting collaborative learning, fostering reflective practice, enhancing lesson planning and connecting theory with practice. LS is shown to be adaptable across different subjects and institutional contexts, although challenges such as time constraints and coordination difficulties still exist. The findings also indicate that LS research is becoming more diverse in methodology, with newer studies employing mixed-method approaches. Originality/value: This study provides a comprehensive review of LS research in pre-service teacher education, emphasising its importance in offering structured opportunities for inquiry, observation and feedback. It highlights LS as a practice-based method that enhances teacher preparation and proposes future research directions, including the adoption of digital LS models, investigation of school-university collaborations and involvement of broader stakeholders.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1506276
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506276
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/IJLLS-07-2025-0179
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 99
    Subjects:
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Microteaching
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Intellectual Disciplines
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Planning
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
    Titles:
      – TitleFull: The Role of Lesson Study in Pre-Service Teacher Education: A Systematic Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Gamze Almacioglu
      – PersonEntity:
          Name:
            NameFull: Fadime Yalcin Arslan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2046-8253
          Numbering:
            – Type: volume
              Value: 15
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal for Lesson and Learning Studies
              Type: main
ResultId 1