Cultivating Expertise: The Impact of Lesson Study on the Topic-Specific Pedagogical Content Knowledge of Grade 11 Life Sciences Educators in South Africa

This study investigated the enhancement of topic-specific pedagogical content knowledge (TSPCK) among life science educators, with a particular focus on cellular respiration. The research identified a lack of studies on this topic, especially within South African educational settings, thereby emphasizing the challenges educators and learners face. With an emphasis on lesson planning, teaching, and reflections, this study used a qualitative research methodology to investigate how the lesson study approach enhances Grade 11 educators’ TSPCK in cellular respiration. The design used was lesson study. The lesson study approach has been identified as an effective strategy for enhancing educators’ TSPCK. Six educators from secondary schools participated. Data came from field notes and observations made while the lessons were being taught, as well as from educators’ reflective diaries and questionnaires. The findings revealed that educators utilize contextualization, differentiated teaching, collaborative planning, and a focus on conceptual understanding. Through the improvement of lesson designs, assessment methodologies, technological integration, and an emphasis on critical thinking and problem-solving, educators refined their cellular respiration TSPCK components. The results of this study will enhance educator professional development, impact curriculum design, and promote teaching and learning methodologies. This research will contribute to developing effective teaching approaches for cellular respiration and offer insights for initiatives aimed at advancing Life Sciences Education in South Africa.