This study examines the impact of lesson study (LS) programs on the professional development (PD) of primary education student teachers (PEST) at Farhangian University. Using an exploratory mixed-methods approach, the research explores student teachers’ experiences with LS and develops a structural equation model (SEM) to identify key factors influencing their PD. By assessing LS’s effectiveness in fostering pedagogical skills, collaboration, and reflective teaching practices, the study aims to provide insights into optimizing PD programs for student teachers, ultimately improving their integration into the teaching profession and enhancing educational outcomes.
This study employed an exploratory mixed-methods approach to evaluate the role of lesson study (LS) in the professional development (PD) of primary education student teachers (PEST) at Farhangian University. The qualitative phase involved semi-structured interviews with 21 student teachers, analyzed using thematic analysis (TA). The quantitative phase surveyed 224 participants using a validated questionnaire, with data analyzed through structural equation modeling (SEM). The study ensured credibility through triangulation and expert validation. By integrating qualitative insights with statistical modeling, the research aims to identify key factors influencing PD and enhance teacher training strategies.
The second-order CFA model confirms the validity of five professional development (PD) components—curriculum planning, reflection, teaching methods, self-awareness, and educational technology—using standardized path coefficients. The results indicate that lesson study (LS) had the strongest impact on teaching methods (0.97) and the least on curriculum planning (0.51). LS also significantly enhanced educational technology (0.9), self-awareness (0.81), and reflection (0.73). Covariance estimates for error terms were optimized, ensuring model reliability. Goodness-of-fit indices validated the empirical model, reinforcing LS as an effective framework for PD in teacher training.
This study uniquely explores the impact of lesson study (LS) on the professional development (PD) of primary education student teachers (PEST) in Iran, applying a mixed-methods approach. By integrating qualitative insights with quantitative validation through structural equation modeling (SEM), the research identifies key PD components—teaching methods, curriculum planning, educational technology, reflection, and self-awareness. The findings provide empirical evidence supporting LS as an effective PD framework, highlighting its capacity to enhance pedagogical skills and reflective practices. This study contributes to the discourse on LS by offering a context-specific perspective on its role in teacher training.
