Facilitating practice and reflection in cyclic lesson design: Insights from South African teacher educators

Background: This study explores teacher educators’ experiences facilitating small-group practice and reflection sessions alongside cyclic lesson design in a final-year methods course. Aim: The study examines how teacher educators implement and experience these sessions to support pre-service teachers’ lesson design skills. Setting: The study was conducted within a fourth-year methodology course designed to deepen pre-service teachers’ understanding of lesson design, emphasising learning and the purposeful development of learners’ competencies for a fast-changing world. The small group practice and reflection sessions, combined with cyclic lesson design, are crucial components of the course. Methods: Data were collected through semi-structured interviews with six teacher educators during the 2023 academic year. A focus group interview was conducted towards the end of the course. The data were analysed using the constant comparative method, identifying key themes in teacher educators’ experiences. Results: Teacher educators adapted practice and reflection sessions to address student engagement challenges and to enhance pre-service teachers’ understanding of the lesson design approach. While constructive feedback on cyclic lesson design was vital, it was also time-intensive. The approach allowed teacher educators to observe gradual improvements in students’ lessons, though some students struggled to apply insights. Conclusion: Cyclic lesson design, combined with meaningful feedback and deliberate practice, promotes deeper, transferable learning. This approach supports pre-service teachers in developing the beginnings of adaptive expertise. Contribution: This study contributes to research on pre-service teacher preparation, emphasising cyclic lesson design and deliberate practice as essential for fostering adaptive expertise. It recommends adopting similar strategies in teacher education programmes.