The Effectiveness of Lesson Study on the Development of Curriculum Literacy of Pre-Service English Language Teachers: A Mixed Method Study

This study aims to enhance the curriculum literacy competence of aspiring English teacher candidates through lesson study and assess its influence. Additionally, it aims to investigate the impact of lesson study, as a professional development model, on the competence of teacher candidates in curriculum literacy. The research employed the parallel mixed methods approach, which is one of the approaches utilized in mixed methods research. The study utilized a single-group pretest-posttest experimental design to collect quantitative data. The criterion sampling method was employed to choose English Language Education teacher candidates while generating the research sample. "Curriculum Literacy Scale" designed by Bolat was used to collect quantitative data. A semi-structured interview form and a reflective thought sheet were used to gather qualitative data on the program's material and expectations. The dependent samples t-test was employed in the examination of quantitative data. Qualitative data was analyzed using descriptive and content analytic techniques. Based on the research results, it can be concluded that competence in programming is a crucial ability for the advancement of teaching professionals and has a favorable impact on the development of their professional abilities. Implementing practice-based professional development techniques is crucial in supporting the education of undergraduate teaching students and ensuring they start their careers with better preparation. In this context, it is believed to be crucial to bolster teaching professional practices through professional development models and ensure the efficacy of practice-based approaches in undergraduate education.