Purpose:
In this research, the most important components of the professional development of lesson study were identified through the study of the learning experiences of pre-service teachers.
Method:
A qualitative method was used to conduct the research. Data were collected through semi-structured interviews and lesson study reports and analyzed using thematic analysis.
Results:
Our results showed that lesson study has helped to develop teaching skills, research skills and increase pre-service teachers' self-awareness. Lesson study has provided conditions for pre-service teachers to develop skills related to lesson planning, teaching methods and techniques, technology, evaluation, classroom management and interaction with students. In addition, the lesson study has helped to strengthen the research skills of pre-service teachers. By providing conditions for reflection and collective thinking, lesson study has increased pre-service teachers' awareness of their strengths and weaknesses and has provided conditions for improving their professional performance.
Conclusion:
Considering that lesson study has the potential to support the professional development of pre-service teachers, it can be considered as a model for the professional development of pre-service teachers of primary education. To increase the effectiveness of the lesson study, it is suggested to create lesson study teams consisting of pre-service teachers, teachers and administrators under the supervision of educators in schools so that this professional learning community can learn from each other through weekly meetings and participation in open classes.