Appendix 1-6.docx

This exploratory case study examines the conditional input factors of an Integrated Lesson Study (ILS) model within a one-year university-level teacher education programme. The aim was to assess how compositional, contextual, and structural factors influence the professional learning processes of student teachers, including collaboration, research, teaching, observation, and reflection. Four Lesson Study (LS) teams, consisting of interns and teachers-in-training, participated in the study. Data were collected through questionnaires, in-depth interviews, and focus group discussions. Each LS team documented their ILS experience as a practical exercise within the framework of their master's thesis, which contributed to the data collection. The data were analysed deductively using the conceptual framework developed by Kager et al. [16], employing a comparative approach to identify both constraining and supportive factors. The analysis categorized the data into three levels: compositional (team member), structural (LS process), and contextual (organizational), in line with Kager’s framework [16].The study found that team composition, prior knowledge, teaching experience, and interpersonal relationships significantly affected professional learning. Support from teacher educators and school mentors, along with misalignments in support systems, also played a crucial role. Additionally, issues related to understanding the LS characteristics and the appropriate use of resources influenced the LS process. The findings suggest that the ILS model holds substantial potential for integrating the LS cycle within the context of school placements and master’s theses. However, effective implementation requires thorough preparation, including a deep understanding of the contingent input factors and their complex interrelationships. The study highlights the value of the ILS model for a one-year teacher training programme at the university level.