From App Integration to Pedagogical Insight: How Lesson Study Unlocks the PCK of English Teachers in a MALL Environment

The integration of technology in English language teaching often remains superficial, focusing on technical skills over pedagogical reasoning. This study investigates how combining Mobile-Assisted Language Learning (MALL) with the collaborative Lesson Study framework develops the Pedagogical Content Knowledge (PCK) of pre-service EFL teachers. A mixed-methods case study was conducted with ۴۰ upper-intermediate EFL student-teachers at Farhangian University. Participants engaged in a full Lesson Study cycle, collaboratively planning, observing, and refining a writing lesson that integrated the collaborative tool Padlet. Data from pre- and post-study surveys, semi-structured interviews, and recordings of planning sessions were analyzed to trace the evolution of teacher knowledge. Results indicated a statistically significant shift in participants' self-efficacy in integrating technology to address writing challenges. Qualitative analysis revealed a critical evolution in discourse, from initial “Technical Talk” about Padlet’s features to deep “Pedagogical Talk” focused on student learning and misconceptions. The process of observing students struggle with collaborative coherence led to the development of specific, adaptive teaching strategies. The study concludes that the Lesson Study cycle acts as a powerful mechanism for unlocking pre-service teachers’ PCK, effectively bridging the gap between app integration and pedagogical insight. This model offers a validated approach for teacher education programs aiming to foster reflective, technologically proficient, and pedagogically discerning educators.

کلیدواژه ها:

Pedagogical Content Knowledge (PCK) ، Lesson Study ، Mobile-Assisted Language Learning (MALL) ، EFL Teacher Education ، Collaborative Writing ، Technology Integration