Purpose

Despite numerous kinds of research regarding the potential of lesson study (LS) in internship and microteaching in teacher education curricula, studies examining the adaptation of LS in the lesson planning (LP) course have not been established. To fill this gap, this study aims to explore the perceptions of pre-service biology teachers of an adapted LS in the LP course toward their instructional design skills and teaching competency.

Design/methodology/approach

This study opted for basic qualitative studies. The participants were eleven pre-service biology teachers in their third year who had already taken a LP course. Data were collected through semi-structured interviews. Collected data were then transcribed and thematically analyzed using grounded theory and focused on participants' perceptions about the development of their teaching competency in lesson planning through LS.

Findings

The findings revealed that participants appreciated the planning and consultation phases, teaching practice, peer observation as well as observer feedback from the reflection phase in supporting the development of their basic teaching skills. There was also a change in their perceptions related to the concept of teaching.

Originality/value

The findings of this study offer insight regarding the benefits and challenges of involving pre-service biology teacher students in the LS for biology teacher education programs with a focus on the method or LP course.

中文翻译：

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学习教学：职前生物教师对课程学习看法的调查

目的

尽管有大量关于课程研究（LS）在教师教育课程实习和微格教学中的潜力的研究，但尚未建立研究 LS 在课程计划（LP）课程中的适应性的研究。为了填补这一空白，本研究旨在探讨职前生物学教师对 LP 课程中的适应性 LS 对教学设计技能和教学能力的看法。

设计/方法论/途径

本研究选择了基本的定性研究。参与者是 11 名三年级的职前生物教师，他们已经参加了 LP 课程。通过半结构化访谈收集数据。然后使用扎根理论对收集到的数据进行转录和主题分析，重点关注参与者对其通过 LS 进行课程规划的教学能力发展的看法。

发现

研究结果显示，参与者赞赏规划和咨询阶段、教学实践、同伴观察以及反思阶段的观察者反馈，以支持其基本教学技能的发展。他们对教学理念的看法也发生了变化。

原创性/价值

这项研究的结果提供了关于让职前生物学教师学生参与 LS 参加以方法或 LP 课程为重点的生物学教师教育项目的好处和挑战的见解。