Intentional Lesson Study Using a Reflection Model for Preservice Teacher Preparation: Observation, Reflection, Creation, Application (ORCA)

Amid declining enrollment in teacher education programs (Will, 2022), effective preservice preparation is increasingly critical. Research indicates that the context of student teaching significantly influences future employment outcomes (Goldhaber et al., 2017). This qualitative study, grounded in Bandura’s self-efficacy theory (1977, 1986, 1997), explores how lesson study supports the development of self-efficacy in 12 preservice teachers through the ORCA model -Observation, Reflection, Creation, and Application. In addition to traditional mentor teacher and university supervisor triadic support, participants engaged in teacher learning communities with peers to guide their growth in self-selected areas of practice. Data were collected through observations, reflective journals, and a focus group interview. Findings reveal that structured collaboration, peer mentoring, feedback, and intentional lesson planning within the ORCA framework enhanced participants’ self-efficacy, instructional knowledge, and professional agency. This study offers a replicable model for teacher preparation programs and/or districts to strengthen teachers’ self-efficacy, promote K–12 student success, and address ongoing challenges related to teacher stress and workforce shortages.