Development of research skills through research-focused microteaching lesson study in preservice teacher education

Abstract

This article presents the findings of an action research project that developed, implemented, and analyzed the efficacy of a model combining microteaching lesson study with research-focused activities. The research involved 45 preservice student-teachers. Data were collected from their research reports, and their research skills, individual differences, and experiences were examined using statistical and content analysis. The student-teachers performed better at analyzing the microteaching lesson study than at formulating research aims and questions, drawing conclusions, or conducting literature reviews. The research-focused microteaching lesson study helped them connect theory with practice, develop pedagogical knowledge, and become familiar with research-based teaching practice.