Enhancing Prospective Teachers’ Professional Development Through Shared Collaborative Lesson Planning

Teacher collaboration, particularly through collaborative lesson planning, plays a key role in fostering professional development and teaching skills. This study investigates the effectiveness of the proposed Shared Collaborative Lesson Planning (SCLP) procedure in enhancing the professional development of prospective teachers through the lens of socially shared regulation of learning (SSRL). Twenty-four prospective information and technology teachers participated in two rounds of SCLP activities. Using a cyclical framework, the prospective teachers engaged in collaborative tasks supported by an online learning platform and other computer-supported collaborative learning (CSCL) tools. Detailed descriptions from observations, recordings, questionnaires, and interviews revealed that the SCLP procedure can help facilitate structured collaboration, improve professional skills, and encourage adaptive regulatory behaviors among the prospective teachers. The integration of CSCL tools further enhanced the effectiveness of the collaborative lesson planning process. However, challenges related to technical proficiency and emotional regulation were identified. The study concludes that the SCLP procedure offers a promising approach for teacher education by fostering a collaborative learning environment and promoting regulatory behaviors. Future research should explore the long-term impacts and adaptability across diverse educational contexts to strengthen teacher education programs or courses.