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Eight prospective teachers and four cooperative teachers participated through purposive sampling. Data were gathered via focus group discussions, researchers’ artifacts, drafts of research lessons, observations, lesson videos, and interviews over an eight-week cycle. Inductive content analysis and thematic analysis were used to interpret findings, which showed strong operability in meeting expectations.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lesson-study-model-and-expectations-of-prospective-teachers-multiple-case-studies/596311/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lesson-study-model-and-expectations-of-prospective-teachers-multiple-case-studies/596311.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main purpose of the study?","Question",{"text":113,"@type":114},"The study explores prospective teachers’ expectations of the lesson study (LS) model and examines its role in providing professional development opportunities.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were participants selected and how many were involved?",{"text":118,"@type":114},"Researchers used purposive sampling, selecting eight prospective teachers and four cooperative teachers from the Bachelor of Science four-year program.",{"name":120,"@type":111,"acceptedAnswer":121},"What data collection methods were used?",{"text":122,"@type":114},"Data were collected through focus group discussions, researchers’ artifacts, drafts of research lessons, observations, videos of research lessons, and interviews.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},596311,1792189702,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Lesson Study Model and Expectations of Prospective Teachers:  \nMultiple Case Studies  \nFatima Batool*, Samina Malik ** and Nabi Bux Jumani***  \nAbstract  \nThis study was conducted to explore the expectation of prospective teachers from the practice of lesson study model. It was a qualitative study in which multiple case studies design was utilized for investigation. All prospective teachers of the four years Bachelor of Science program and cooperative teachers constituted the population of the study. By using purposive sampling technique, researcher selected eight prospective teachers and four cooperative teachers. Data collection tools were focus group discussion, researchers’ artifacts, drafts of research lessons, observations, videos of research lessons, and interviews. Data collection was based on the cycle of eight weeks. Inductive content analysis and thematic analysis techniques were utilized for analyzing collected data. As findings indicated that in fulfilling the expectations of prospective teachers, practice of lesson study model has proved very operative, hence researchers recommended that this model may be introduced as a compulsory component of course outlines at higher/teacher education institutions.  \nKeywords: Expectations, Prospective Teachers, Professional Development, Lesson Study Model, Cooperative Teachers  \n*PhD Education, Department of Education, International Islamic University Islamabad. Email: [fatima.phdedu148@iiu.edu.pk](fatima.phdedu148@iiu.edu.pk)  \n**Professor, Department of Education, International Islamic University Islamabad. Email: [samina.malik@iiu.edu.pk](samina.malik@iiu.edu.pk)  \n*** Professor, Department of Education, International Islamic University Islamabad. [Email: nb.jumain@iiu.edu.pk](Email: nb.jumain@iiu.edu.pk)  \nIntroduction  \nIn the area of teacher education, offering striking opportunities for professional development to Prospective Teachers (PTs) has become a global concern for teacher educators. In this regard, efforts are being made to explore the expectations of PTs from various models of professional development that are being practiced during their teaching practice. Yavuz Tabak et al. (2020) have conducted research study to explore the expectations of PTs and have outlined that expectations of prospective teachers can provide deep insight for upgrading the quality of teacher education programs as well as professional development opportunities. Besides it, Holbert (2015) identified that in the 21st century a growing trend among researchers has become to explore the skills and competencies which teachers require for ensuring the success of the teaching-learning process. And these expected skills and competencies are playing a pivotal role in motivating teacher educators and concerned authorities (Darling-Hammond et al., 2005) to upgrade the quality of teachers’ professional development programs.  \nWallace et al. (2001) indicated that encouragement must be provided to teachers for doing collaborative work, sharing ideas/experiences, and utilizing innovative teaching strategies to bridge the theory-practice gap. According to Burns (2014) observation/assessment, open classrooms, Lesson Study (LS), study groups and looking at students work are five famous models of teachers’ professional development. In the present research; the researcher practiced lesson study model as researchers (Jumani et al., 2018) explored that LS model can contribute a lot in bridging theory-practice gap and promoting collaborative attitude among PTs.  \nPurpose Statement and Objectives  \nPresent study was conducted to reconnoiter the role of LS model in offering ample opportunities for professional development for PTs. In this regard, a group of PTs was selected with a formal consent of teacher educators (who were supervising these PTs during their teaching practice) . And for practicing lesson study model with PTs in a real context (at schools, where they were placed for teaching practice), formal p","cbCairH0qVJOMPnH","https://ap.wps.com/l/cbCairH0qVJOMPnH","pdf",668261,17,"English","# Abstract\n# Introduction\n# Purpose Statement and Objectives\n# Significance and Delimitations of the Study","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study explores prospective teachers’ expectations of the lesson study (LS) model and examines its role in providing professional development opportunities.\"},{\"question\":\"How were participants selected and how many were involved?\",\"answer\":\"Researchers used purposive sampling, selecting eight prospective teachers and four cooperative teachers from the Bachelor of Science four-year program.\"},{\"question\":\"What data collection methods were used?\",\"answer\":\"Data were collected through focus group discussions, researchers’ artifacts, drafts of research lessons, observations, videos of research lessons, and interviews.\"}]","Lesson Study Model and Expectations of Prospective Teachers - Multiple Case Studies | PDF",1792082841,43]