This paper explores the education of prospective teachers with regard to the Theory of Didactical Situations when they engage in lesson study. We particularly focus on studying how a lesson study process oriented towards the Theory of Didactical Situations contributes to increasing prospective teachers’ self-efficacy to plan and teach lessons based on such theory, reducing the gap between theory and practice. Prior to the study, we will discuss how the theoretical postulates assumed in lesson study affect crucial aspects of the process. The study is implemented with 47 prospective early childhood education teachers. We also consider another group of 47 prospective teachers that were engaged in practicum at the time the lesson study process took place. Using a quasi-experimental methodology based on a questionnaire developed ad hoc that captures the particularities of the didactic paradigm assumed, the results of our study show that both lesson study and practicum lead to a statistically significant increase in future teachers’ self-efficacy to plan and teach lessons in line with the paradigm assumed. However, size effect measures show that the increase observed in the lesson study group is significantly higher, which supports the benefits of lesson study in initial teacher education. We discuss what the features of lesson study are that could be related to this increase. Finally, we sketch new lines of research connected with the benefits of lesson study versus other teacher education experiences like practicum, as well as with links between self-efficacy and knowledge growth in lesson study.

本文探讨了未来教师在课堂学习时的教学情境理论教育。我们特别关注以教学情境理论为导向的课程学习过程如何有助于提高未来教师根据该理论规划和讲授课程的自我效能，从而缩小理论与实践之间的差距。在研究之前，我们将讨论课程研究中假设的理论假设如何影响该过程的关键方面。该研究针对 47 名未来的幼儿教育教师进行。我们还考虑了另一组 47 名未来教师，他们在课程学习过程中正在进行实习。使用基于临时开发的问卷的准实验方法，该问卷捕获了假设的教学范式的特殊性，我们的研究结果表明，课程学习和实践都会导致未来教师计划自我效能的统计显着增加并按照假定的范例进行授课。然而，规模效应措施表明，在课程学习组中观察到的增长明显更高，这支持了课程学习在初始教师教育中的好处。我们讨论了可能与这种增加相关的课程学习的特征。最后，我们概述了新的研究方向，涉及课程学习相对于实习等其他教师教育经验的好处，以及课程学习中自我效能与知识增长之间的联系。