How to make Lesson Study work in a one-year university-level initial teacher education: Conditional input factors, challenges and suggestions

Lesson Study (LS) is a methodology that enables student teachers (STs) to gain insights into their pupils’ learning processes during their practicum, thereby improving their instructional practices and supporting their professional learning throughout teacher education. However, "time" has emerged as a critical factor for the successful implementation of LS, particularly within the context of an one-year university-based initial teacher education programme.To address this challenge, an integrated LS model was designed and implemented within the curriculum, specifically in relation to a thesis component and the practicum experience. This model was evaluated with a focus on professional learning, with the aim of fine-tuning the conditional input factors necessary for its effectiveness. The conceptual framework of Kager guided this evaluation, identifying input factors across three levels: compositional (team level), structural (LS process level), and contextual (organisational level).STs were consulted through questionnaires, individual interviews, and focus group discussions to explore which factors at these three levels either enhanced or hindered their professional learning. In addition, a document analysis of the thesis projects was conducted to triangulate the findings.The results indicate that the three levels interact and mutually influence each other. At the compositional level, interpersonal dynamics—such as trust, dysfunctional collaboration skills, and open communication—as well as limited teaching experience, prior knowledge, and group composition, were found to impede professional learning. At the structural level, STs reported time pressure due to the duration of the entire LS cycle, and some LS groups failed to make sufficient use of the provided tools and support, suggesting a limited understanding of LS. At the contextual level, misalignments in support systems created difficulties for STs in navigating and planning the LS process.This study sheds light on the complex interplay between team composition, contextual support, and structural guidance in the implementation of LS within a one-year university teacher education programme. It further provides practical recommendations for improving the integration of LS into the curriculum in order to enhance STs’ professional learning and overall engagement with the LS process.