INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 14, 2026 120 72

How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions

Iris Willems 1 * ,
Wouter Schelfhout 1,
Elke Struyf 1
1 Antwerp School of Education, University of Antwerp, Belgium* Corresponding Author
International Journal of Changes in Education, 3(4), 2026, 469-483, https://doi.org/10.47852/bonviewIJCE52025980
Online publication date: Oct 31, 2025
Publication date: Aug 14, 2026
Full Text (PDF)

ABSTRACT

Lesson Study (LS) is a methodology that enables student teachers (STs) to gain insights into their pupils’ learning processes during their practicum, thereby improving their instructional practices and supporting their professional learning throughout teacher education. However, “time” has emerged as a critical factor for the successful implementation of LS, particularly within the context of a one-year university-based initial teacher education program. To address this challenge, an integrated LS model was designed and implemented within the curriculum, specifically in relation to a thesis component and the practicum experience. This model was evaluated with a focus on professional learning, with the aim of fine-tuning the conditional input factors necessary for its effectiveness. The conceptual framework of Kager guided this evaluation, identifying input factors across three levels: compositional (team level), structural (LS process level), and contextual (organizational level). STs were consulted through questionnaires, individual interviews, and focus group discussions to explore which factors at these three levels either enhanced or hindered their professional learning. In addition, a document analysis of the thesis projects was conducted to triangulate the findings. The results indicate that the three levels interact and mutually influence each other. At the compositional level, interpersonal dynamics—such as trust, dysfunctional collaboration skills, and open communication—as well as limited teaching experience, prior knowledge, and group composition, were found to impede professional learning. At the structural level, STs reported time pressure due to the duration of the entire LS cycle, and some LS groups failed to make sufficient use of the provided tools and support, suggesting a limited understanding of LS. At the contextual level, misalignments in support systems created difficulties for STs in navigating and planning the LS process. This study sheds light on the complex interplay between team composition, contextual support, and structural guidance in the implementation of LS within a one-year university teacher education program. It further provides practical recommendations for improving the integration of LS into the curriculum in order to enhance STs’ professional learning and overall engagement with the LS process.

KEYWORDS

Lesson Study initial teacher education conditional input factors learning processes recommendations

CITATION (APA)

Willems, I., Schelfhout, W., & Struyf, E. (2026). How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions. International Journal of Changes in Education, 3(4), 469-483. https://doi.org/10.47852/bonviewIJCE52025980
Harvard
Willems, I., Schelfhout, W., and Struyf, E. (2026). How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions. International Journal of Changes in Education, 3(4), pp. 469-483. https://doi.org/10.47852/bonviewIJCE52025980
Vancouver
Willems I, Schelfhout W, Struyf E. How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions. International Journal of Changes in Education. 2026;3(4):469-83. https://doi.org/10.47852/bonviewIJCE52025980
AMA
Willems I, Schelfhout W, Struyf E. How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions. International Journal of Changes in Education. 2026;3(4), 469-483. https://doi.org/10.47852/bonviewIJCE52025980
Chicago
Willems, Iris, Wouter Schelfhout, and Elke Struyf. "How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions". International Journal of Changes in Education 2026 3 no. 4 (2026): 469-483. https://doi.org/10.47852/bonviewIJCE52025980
MLA
Willems, Iris et al. "How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 469-483. https://doi.org/10.47852/bonviewIJCE52025980

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