Purpose The purpose of this paper is to examine the perceptions of pre-service teachers (PSTs) who used lesson study on a five-week school-based teaching placement. The paper analyses 12 undergraduate PSTs’ perceptions of the way lesson study affected classroom-based teaching of English as a foreign language to pre-school and primary school. Design/methodology/approach A qualitative study is carried out from the responses to a semi-structured interview to the PSTs, and written responses to the open-ended question: What are your perceptions of lesson study? Findings This paper provides empirical insights about the way lesson study reinforced the PSTs’ classroom management and lesson planning skills. The case-pupils’ responses to the PSTs’ questions post-treatment indicated that games and active techniques in the classroom led to high retention of the taught content. Nevertheless, PSTs’ evaluations of pupils’ learning outcomes require further development. These evaluations often resulted in vague perceptions of overall lesson performance. Research limitations/implications This study provides hints of how case-pupils better learned and how PSTs did the observations and performed. However, the results cannot be generalized. Originality/value The researchers sustain that the teaching degrees should encourage critical thinking in PSTs’ self-evaluations to reduce the focus on standards and expectations. It is believed that if the pressure of designing perfect lessons is removed from the equation, and instead, sensible and realistic lessons are planned, PSTs will be more inclined to learn and respond resourcefully, creatively, and resolutely to classroom situations.

中文翻译：

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在职前教师指导中传播课程研究

目的 本文的目的是考察在为期五周的校本教学实习中使用课程学习的职前教师 (PST) 的看法。本文分析了 12 名本科 PST 对课堂学习对学前和小学英语作为外语课堂教学的影响方式的看法。设计/方法/方法 从对 PST 的半结构化访谈的回答和对开放式问题的书面回答进行定性研究：您对课程学习的看法是什么？调查结果 本文提供了关于课程学习如何加强 PST 的课堂管理和课程计划技能的实证见解。案例学生在治疗后对 PST 问题的回答表明，课堂中的游戏和主动技巧可以提高教学内容的保留率。然而，PST 对学生学习成果的评估需要进一步发展。这些评估通常会导致对整体课程表现的模糊看法。研究局限性/影响 本研究提供了有关案例学生如何更好地学习以及 PST 如何进行观察和执行的提示。然而，结果不能一概而论。原创性/价值 研究人员坚持认为，教学学位应鼓励 PST 自我评估中的批判性思维，以减少对标准和期望的关注。人们认为，如果从方程式中去除设计完美课程的压力，取而代之的是，