A Lesson Study for Learning Community-Based PLP Model for Developing Student Teachers’ Reflective and Collaborative Competencies

Abstract

This study aims to develop and examine the implementation of a School Internship Program (PLP) Model Based on Lesson Study for Learning Community to develop the reflective and collaborative competencies of student teachers. The study employs a descriptive qualitative approach by integrating the Lesson Study cycle of Plan, Do, and See into the PLP activities. The participants are student teachers involved in collaborative lesson planning, teaching practice, classroom observation, and reflective activities. The research instruments include student learning observation sheets, Lesson Study participation observation sheets, reflection guidelines, interview protocols, and documentation. The data are analyzed descriptively through data reduction, data display, and conclusion drawing by comparing findings across the Plan, Do, and See stages. The findings indicate that the integration of Lesson Study into PLP shifts student teachers' orientation from merely conducting teaching practice toward observing and understanding how students learn. During the Do stage, student observers focus on students' engagement, peer interaction, teacher–student interaction, and students' responses to learning materials and the learning environment. During the See stage, student teachers engage in evidence-based reflection and learn to provide feedback based on observed learning events rather than judging or evaluating the model teacher. This process strengthens collective learning, reflective skills, academic communication, and collaboration among student teachers.