ABSTRACT

This study aims to explore the possibility of improving the collaborative expertise of pre-service music teachers utilizing lesson study. During the course of this study, 16 pre-service music teachers conducted teaching demonstrations in a cyclical process involving planning, implementation, reflection, and instruction. To this end, assignment design, external resource collection and sharing, and class planning and teaching demonstrations were carried out collaboratively. The positive factors associated with lesson study were the strengthening of class capabilities, the understanding of music class, purposeful discussions, the collection of external resources, and an improved sense of responsibility. The negative factors included time coordination, role conflicts, and the need for opinion coordination. This study had a limitation in that the subjects were confined to pre-service teachers and only quantitative study methods were used. These methods did not fully reflect the practical aspects of teachers’ community and class study appearing in actual educational field. Nevertheless, lesson study was utilized for pre-service teachers, and they planned class collaboratively, implemented the lesson, modified and complemented the results, and conducted class again. This process enhanced the teachers’ instructional capabilities, strengthened field application abilities, and improved expertise. Based on these results, it is clear that lesson study plays an important role in an effective program for pre-service teacher education.

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