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Article

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

by
Steven Zuzidlelenhle Motaung
* and
Moses Sibusiso Mtshali
*
Department of Mathematics, Science and Technology Education, University of Limpopo, Private Bag X1106, Sovenga 0727, South Africa
*
Authors to whom correspondence should be addressed.
Educ. Sci. 2025, 15(12), 1577; https://doi.org/10.3390/educsci15121577
Submission received: 11 June 2025 / Revised: 24 August 2025 / Accepted: 30 August 2025 / Published: 24 November 2025
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Abstract

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.

1. Introduction

Educators play a vital role in learning, yet their expertise and understanding remain insufficiently explored (Celik, 2023). This lack of insight is worrisome given educators’ crucial influence on learner achievement, engagement, and overall educational experience (Kangwa et al., 2024). Limited understanding hampers their teaching effectiveness, professional growth, and educational policy development (Smith & Gillespie, 2023). Additional research into educators’ competencies and methodologies is essential to strengthen their development. Collaboration between educators, scholars, and policymakers can foster improved teaching and learning outcomes (Khalifa et al., 2023). The link between learning outcomes and pedagogical content knowledge (PCK) is of particular interest to curriculum advisors and researchers (Brandt et al., 2019). PCK encompasses the specialized understanding required to teach specific subjects, integrating content knowledge and pedagogical strategies (Behling et al., 2025). It is a complex construction shaped by various classroom factors (Minken et al., 2021). Because there are so many factors influencing the teaching–learning process, unraveling this complexity is a difficult undertaking (Mukhopadhyay & Kundu, 2023).
Educators’ knowledge is intricate and shaped by their ideologies, values, and beliefs (Clandinin & Husu, 2022). These beliefs influence classroom strategies and teaching approaches, impacting the emphasis on social justice or learner-centered methodologies. Additionally, environmental elements like learner diversity and curriculum demands affect teaching practices (Tomlinson & Jarvis, 2023). Classroom dynamics, such as technology use and class size, further influence teaching and learning processes. These aspects can present obstacles or opportunities: for example, educators might adjust lessons for diverse learners or balance curriculum guidelines with their pedagogical principles (Qorib, 2024). Recognizing these interactions is important for creating teaching strategies, boosting professional development, and improving learner results (Cojorn, 2024). Collaboration between educators and researchers is vital in establishing effective, inclusive learning environments by addressing the intricate relationships between teaching, learning, and educators’ experiences (Eden et al., 2024). Collective efforts can enhance the understanding of educators’ knowledge and its impact on learning (Olsher et al., 2025). Investigating connections between pedagogical content knowledge (PCK), learning outcomes, and educators’ capabilities can lead to more effective teaching strategies and better educational experiences (Maun et al., 2025). Teaching is multifaceted and requires insights from multiple disciplines. Effective teaching involves a comprehensive understanding of the subject matter and the ability to communicate complex concepts. PCK, which combines pedagogical and subject knowledge, is essential for educators (Han et al., 2021; Shulman, 2015). Pedagogical knowledge includes teaching strategies and classroom management (Wolff et al., 2021), while content knowledge relates to subject expertise (McCarthy & McNamara, 2023). PCK enables educators to present complex ideas engagingly (Nilsson, 2024) and evolves with educators’ experience (Wang & Zhan, 2023). Curriculum knowledge is a significant component of PCK, encompassing the understanding of curriculum goals (Lee & Kriewaldt, 2025; Schubatzky et al., 2024). Educators with a strong grasp of curriculum content can craft lesson plans that align with curriculum standards (Iqbal et al., 2021). PCK is foundational for effective teaching, aiding in improved learning outcomes (Ekiz-Kiran et al., 2021).
Veal and MaKinster (1999) pointed out the lack of a hierarchical framework for pedagogical content knowledge. They formulated a taxonomy to illustrate the connections between its elements. The taxonomy begins with a broad, general PCK, narrows down to domain-specific PCK for areas such as Life Sciences and Mathematics, and finally focuses on topic-specific PCK for subjects within a domain. This structure enhances comprehension of PCK’s complexity. In scientific education research, topic-specific PCK, or TSPCK as Mavhunga and Rollnick (2013) describe it, is essential. TSPCK involves an educator’s skill to transform subject matter into comprehensible and meaningful formats for learners, utilizing effective teaching strategies and analogies (Ismail et al., 2024). Educators leverage TSPCK to facilitate learner understanding. Research has emphasized educators’ PCK proficiency, with studies on TSPCK conducted by Mavhunga and van der Merwe (2020) and Ndlovu and Malcolm (2022), while others, like Fernandez (2014), delve into PCK. TSPCK pertains to the nuanced knowledge required for teaching a specific subject, unlike PCK, which focuses on a broader subject level (Akinyemi, 2020). This body of research enhances understanding of PCK and TSPCK, particularly in teaching cellular respiration, guiding teaching approaches, and educational resources. South African educational research emphasizes TSPCK in disciplines like genetics and physics, with studies by Mavhunga and van der Merwe (2020) examining pre-service educators in various sciences and Mazibe et al. (2020) investigating motion graphs. TSPCK in genetics teaching has been analyzed by Mapulanga et al. (2023).
Topic-specific pedagogical content knowledge (TSPCK) is a distinct form of expertise that educators have for teaching a specific subject matter effectively to foster profound conceptual comprehension (Uçar, 2024). It is derived from Shulman’s expansive concept of pedagogical content knowledge (PCK) but concentrates on educators’ approaches and methodologies for teaching concepts within a discipline, such as cellular respiration in Life Sciences.
TSPCK involves more than just understanding subject matter or standard teaching strategies (Mapulanga et al., 2024). It requires knowing how learners typically engage with a topic, acknowledging their misconceptions and challenges in understanding, and determining the best methods to support their learning progression
TSPCK elements encompass learners’ prior knowledge, observed when educators discuss learners’ existing understanding or misconceptions, demonstrating an awareness of inaccuracies. Curricular salience involves choices regarding content emphasis based on its importance to broader objectives, such as highlighting ATP production in the context of energy transfer. Conceptual teaching strategies include customized approaches, like employing analogies or models, to elucidate complex subjects. Teaching challenges may underscore tough content, such as the electron transport chain, identified as abstract. Representations, including diagrams and simulations, render intricate ideas more approachable, with educators explaining their selection to support learner understanding.
Initiatives to enhance educators’ TSPCK, such as Mapulanga et al.’s (2023) research in Zambia, are advancing the field. There is increasing interest among educators, both in South Africa and internationally, to comprehend and enhance TSPCK (Copur-Gencturk & Han, 2025). Studies indicate that investigating educators’ TSPCK across various fields can improve educator training and boost learners’ learning outcomes. However, there is a notable shortage of research on TSPCK among South African life science educators, especially on cellular respiration, which poses teaching and learning difficulties in Grade 11 (Kibirige, 2022). This gap emphasizes the need for further research. Lesson study, a collaborative teaching refinement method originating in Japan, has shown positive impacts on learner learning (Roorda et al., 2024). It encourages ongoing teaching improvement through collaboration, inquiry, and reflection (Ayantaş & Gürgen, 2025). Educators’ TSPCK significantly influences effective classroom practices. Therefore, investigating this for South African life science educators, particularly for challenging topics like cellular respiration, is crucial (Allen & Baker, 2017). This study sought to explore the impact of lesson study on the enhancement of TSPCK and the improvement of teaching techniques in Grade 11 cellular respiration.

2. Materials and Methods

2.1. Research Design

To fully explore the transformative effect of the lesson study approach on enhancing Grade 11 educators’ topic-specific pedagogical content knowledge in the complicated topic of cellular respiration, this study used a qualitative research approach (Creswell & Poth, 2016). Lesson preparation, teaching or lesson delivery, reflective exercises, and content representation were all carefully examined in this study. The purposeful decision to focus on cellular respiration was made in response to the substantial difficulties educators and learners encounter when trying to understand this intricate topic (Songer & Mintzes, 1994). We used a collaborative, iterative lesson study approach. This approach was chosen because it is appropriate for enhancing teaching strategies. According to Norwich et al. (2025), lesson study has five cyclical steps.
Deeper engagement with lesson study in its theoretical context, particularly regarding how lesson study has been shown to improve educators’ pedagogical content knowledge and topic-specific PCK, significantly enhanced the study. According to earlier studies, lesson study is a cooperative professional development strategy that aids educators in refining their methods, increasing their subject-matter expertise, and fusing pedagogical abilities with topic knowledge (Lewis, 2002; Fernandez & Yoshida, 2012). Additionally, studies on the relationship between lesson study and PCK and TSPCK (Akinyemi, 2020; Rollnick & Mavhunga, 2017) demonstrate how educators’ understanding of pedagogy and material evolves through iterative cycles of planning, teaching, observing, and reflecting.
One essential element of lesson study is the lesson planning cycle, which enables educators to work together to develop, implement, and improve their teaching strategies. Setting a learning objective, organizing a research lesson, carrying it out, and evaluating the results are the first steps. This iterative technique improves pedagogical content knowledge (PCK) by deepening engagement with teaching strategies. It helps educators make difficult subjects easier to understand so they can teach more effectively, according to Nilsson and Vikström (2015). Reeves (2011) demonstrated that the planning step is analytical, comprehending pedagogical implications, and coordinating teaching with goals. Sekao and Engelbrecht (2022) demonstrates how it can be modified to teach challenging subjects in South Africa, benefiting both aspiring and experienced educators. This cycle’s use as a tool for curriculum creation and professional development is demonstrated by its incorporation into research.

2.2. Research Questions

The overall question that directed this study:
  • How can Grade 11 Life Sciences educators enhance their topic-specific pedagogical content knowledge using the approach planning cycle?
Related research questions were:
  • How do Life Sciences educators implement cellular respiration TSPCK components in a lesson study?
  • What enhancements are made to the cellular respiration TSPCK components that the educators conduct throughout a lesson study?
  • What perspectives do educators have regarding the lesson plan used to teach cellular respiration?

2.3. Sampling

Convenience sampling was used to select six Grade 11 life science educators from the Mankweng Circuit in the Capricorn South District to take part in a study. Six educators from twelve schools participated in required lesson study sessions. Two PLCs (professional learning communities) were established.
PLC1 included three schools (M, K, and C) located 10–15 km apart, with 1000–1900 learners each. These schools had basic facilities, motivated female principals supporting collaborative teaching improvements, and a mix of new and experienced educators.
PLC2 comprised three semi-urban schools (N, W, and T) with 1000–1350 learners each. Male principals led these schools, with School T providing free classrooms for after-hours study sessions. The DH at School T coordinated the study.
The six educators (T1 to T6) represented diverse backgrounds, qualifications, and teaching experiences. Data collection focused on understanding how lesson study influenced educators’ TSPCK. Demographic factors like gender showed no impact on teaching or learning outcomes, aligning with research indicating no gender gap in STEM education.

2.4. Data Collection

Lesson planning occurred three weeks before the lesson study. Educators completed the lesson preparation checklist (Gorman, 1993) using a uniform template to ensure equal opportunity in conveying their TSPCK (Tuithof et al., 2023).
The lesson involved one educator delivering the scheduled lesson to Grade 11 life science learners while the researcher and other participants observed and took notes.
After lessons were taught, there was a post-lesson reflection and discussion. Open-ended questionnaires were used to collect data from educators, offering freedom of expression on their understanding. The questionnaire comprised two sections, one focusing on educators’ academic profiles and demographic data (Rock & Wilson, 2005), and the other on lesson delivery, timing, content, and reflections on areas needing improvement.

2.5. Data Analysis

We used a deductive analysis to categorize lesson planning responses into emergent themes and drew conclusions from detailed recordings during team planning (Azungah, 2018).
To find patterns in the data, the study used thematic analysis, a versatile qualitative technique. The researchers carefully analyzed the data, created codes, looked for themes, reviewed and defined them, and finally prepared a report based on the findings, all following Braun and Clarke’s six-phase methodology. With a focus on educators’ pedagogical topic knowledge in teaching Grade 11 Life Sciences, this organised approach made it easier to analyze data gathered.
Observation data from teaching were descriptively analyzed and summarized alongside class presentations, and findings were aligned with relevant thematic frameworks (Mirhosseini, 2020). Data from open-ended questionnaires in lesson discussions were split into basic units and thematically categorized for a comprehensive summary (Cohen et al., 2017).

2.6. Quality Criteria

By adhering to the four fundamental criteria—credibility, transferability, dependability, and confirmability—outlined by Morrison et al. (2014), the study preserved methodological integrity. The trustworthiness of the researchers’ findings was confirmed by triangulating data from course discussions, classroom observations, and educator comments to increase credibility (Torrance, 2017). Notably, recurring themes in lesson plans and educator reflections matched noted improvements in teaching strategies. Ongoing engagement with participants, who responded well to well-known, open data-gathering methods like candid discussions and observational feedback, significantly enhanced credibility (Shenton, 2004). The reliability and confirmability of the findings were further reinforced by the collaborative structure of the lesson study process, which is marked by ongoing educator meetings and the iterative improvement of teaching strategies. The study offers a thorough and contextualized description of educator learning and professional development by incorporating various methodological techniques into the educational environment.
Lesson study works well because of its distinct classroom settings, which include learners, educators, and objectives. While these settings encourage in-depth learning, they also restrict its wider applicability. By recording details like linguistic diversity and resources, the researchers avoided making generalizations and modified the research findings appropriately. Transferability was achieved by detailing the research context and methodology, including participant information (Springer, 2009).
Reliability stemmed from a detailed methodology for replication (Shenton, 2004) and was reinforced through coordinated schedules and plans for consistency until saturation (LoBiondo-Wood & Haber, 2013). Method and results consistency was reviewed (Creswell & Poth, 2016). Consulting the literature confirmed the interpretations, boosting reliability.
We acknowledged the possibility of researcher bias in lesson studies, which can reduce objectivity. To combat this, data triangulation was utilized to prevent confirmation bias and lessen reliance on single points of view.
To maintain uniformity and reduce subjective interpretation, formal procedures organized the activities of lesson planning, observation, and reflection. Confirmability reduced researcher bias via sequential data (Shenton, 2004). Detailed data gathering allowed for a conclusion assessment (Bertram & Christiansen, 2014). Participant validation and member checking ensured findings matched intentions (LoBiondo-Wood & Haber, 2013) Accurate data handling improved confirmability, transparency, and accountability (LoBiondo-Wood & Haber, 2013).

3. Results

The study found that although all participants had degrees in Life Sciences, there were serious problems with the applicability and relevance of their knowledge. Interestingly, it was discovered that three educators had out-of-date undergraduate degrees, which may have a significant impact on their capacity to adopt and use innovative teaching techniques (Madani, 2020). The CAPS strongly supports cutting-edge teaching strategies like the creative lesson study approach, which is intended to significantly enhance educators’ TSPCK for incredibly successful teaching in the challenging topic of cellular respiration (Chan & Hume, 2019).
Each participant had some degree of training in Life Sciences, as shown in Figure 1 below. The fact that three educators (50%) had an undergraduate degree earned more than five years ago raises questions about their pedagogical and subject-matter skills (Madani, 2020). To effectively teach Life Sciences, the CAPS requires novel teaching techniques that resemble the lesson study strategy and teaching practices (Samaneka, 2015; Chan & Hume, 2019). This highlights the need for educators to improve their topic-specific pedagogical content knowledge (PCK) to effectively teach cellular respiration.
As Figure 2 clearly shows, just 18% of educators concentrate exclusively on teaching Life Sciences. On the other hand, 82% of them are faced with the difficult challenge of balancing several different disciplines. They carefully work to balance the demanding criteria of Life Sciences with the strict CASS specifications of other areas. Reflective teaching methods, which are essential for achieving professional success and quality, are in danger of being suppressed by this ever-increasing workload (Bawaneh et al., 2020).
As educators struggle to balance the demands of CASS and SBA with the difficult task of juggling many subjects, the constant strain of stress and exhaustion creates a significant barrier against the successful use of the lesson study technique (Stepanek et al., 2006). The quality of teaching is increasingly diminished by this demanding atmosphere. Due to their devastating workload, our educators find it difficult to meet the high requirements, which in turn causes an apparent decline in educational quality and disengagement among learners. The obvious lack of time and resources is a barrier that prevents the adoption of critical reflective approaches that are necessary for ongoing professional development and teaching improvement (Davis, 2003). Sufficient materials are essential for both deep observation and collaborative lesson planning.
Nevertheless, stress’s pernicious effects erode motivation, undermining the fundamental basis of lesson study. Overwhelming workloads significantly restrict possibilities for critical introspection and creative thought, stifling educators as they juggle the demanding requirements of CASS and SBA while teaching many subjects. It is essential to strategically manage workloads and create pathways to resources and opportunities for professional development to fully realize the potential of reflective teaching techniques. In the field of Life Sciences, effective workload management and the development of reflective skills are critical to improving teaching.
Continuous professional development is necessary to effectively communicate difficult scientific ideas, especially when applied to a variety of educational situations. Topic-specific pedagogical content knowledge (TSPCK) can be improved by customized development programs that consider the backgrounds and teaching contexts of educators. This will help educators more accurately navigate conceptual obstacles (Akinyemi, 2020; Teffo, 2020). For example, teaching cellular respiration, a fundamental idea in Life Sciences, involves both subject-matter expertise and teaching techniques that help learners understand abstract biochemical processes. Curriculum design and learner progression in biology require a thorough grasp of the conversion of glucose into energy and byproducts (Songer & Mintzes, 1994; Rahioui et al., 2025). Enhancing educators’ TSPCK in these areas guarantees that biological material is taught with precision, applicability, and scientific integrity.
To effectively teach cellular respiration, educators need to be knowledgeable about the subject and able to communicate its intricacies in an interesting way (Rahioui et al., 2025). They ought to describe related phases such as the citric acid cycle, glycolysis, and oxidative phosphorylation. Educators must design engaging lessons that accommodate a variety of learning preferences, including talks, practical work, and visual aids to illustrate cellular respiration. When this subject is taught well, learners understand its biological significance, which encourages them to pursue life science coursework and develop a lifelong appreciation of the natural world.

3.1. Lesson Planning Cycle

Educators have actively embraced lesson study, a cutting-edge approach for professional development. Professional PLC coordinators were handpicked to lead the attempt at the very first workshop. During the precisely planned eight-day sessions, Alamri’s (2020) well-known approach was used, integrating it with existing schedules without interfering with crucial teaching responsibilities. While participants’ participation and consultation demonstrated their collaborative spirit, coordinators played a critical role in increasing participation and ensuring the unified operation of the lesson study cycle. This approach, which highlighted cooperative group collaboration, included thorough planning, thorough teaching strategies, and in-depth reflective sessions created especially for Grade 11 Life Sciences.

3.1.1. First Lesson Planning Cycle—PLC1

During the second week, participants were granted the opportunity to organize, teach, and evaluate two research lessons. Despite the concurrent obligations of an election week for school governing bodies, the study stayed on course. Studies by Lewis et al. (2009), Fernandez and Yoshida (2012), and Anfara et al. (2009) emphasize how crucial it is to have enough time for productive lesson study (Nurtanto et al., 2021). Principals of the participating schools adjusted the schedules, permitting earlier start times for research lessons and reduced class durations, thereby ensuring educators had the necessary time for collaboration and demonstrating dedication to innovative teaching methods.
The lesson planning cycle, as embedded within the lesson study framework, has proven to be a transformative mechanism for enhancing pedagogical content knowledge (PCK). Educators participating in the process have consistently highlighted its impact. T2 noted significant improvements in teaching clarity and learner engagement, attributing these gains directly to the collaborative nature of planning. T1 echoed this sentiment, emphasizing the pedagogical benefits derived from shared reflection and co-construction of lessons. Beyond its immediate teaching utility, T4 observed that educators have begun to reconceptualize lesson study as a revolutionary force in education, one that transcends traditional notions of performance evaluation and instead fosters deep professional growth.
This shift in perception underscores the theoretical significance of lesson study as a vehicle for sustained, inquiry-driven development. T3 further illustrates the pedagogical richness of the approach by referencing his use of visual aids—specifically diagrams depicting lactic acid and alcoholic fermentation (Figure 3 and Figure 4)—to address learners’ misconceptions about pyruvic acid conversion in plants versus animals. His example demonstrates how the lesson planning cycle not only facilitates conceptual precision but also encourages innovative teaching strategies that respond directly to learner’s needs. Collectively, these educator insights affirm the value of lesson study as both a practical and theoretical tool for advancing PCK in Science Education.
T5 demonstrated extraordinary precision and unrivaled coherence, highlighting very meticulous planning and brilliantly executed performance.
Based on insightful comments, participants modified their teaching tactics to improve learner engagement. To examine their teaching methods, they participated in reflective sessions that were included in their regular academic schedule. These sessions involved critical inquiry and group investigations. Following the implementation of the courses, a peer facilitator led guided discussions and went over the context and goals of the lessons. Using open-ended questions grounded in PCK and TSPCK principles, participants explored pedagogical decisions, learner responses, and conceptual challenges during a focused reflection phase. This in-depth analysis ended with a summary of the most important findings and practical suggestions for future work, promoting ongoing professional development.

3.1.2. Second Lesson Planning Cycle—PLC2

During the second lesson preparation phase, participants made a noteworthy advancement, leveraging the invaluable insights obtained from the initial phase. Comparative analysis of lesson plans revealed more logically ordered sequences, improved application of representations, and intentional addressing of learner misconceptions, reflecting a deeper pedagogical understanding.
Reflective discussions from the first lesson evolved into more critical analyses, with participants more explicitly referencing learner cognition, curriculum congruence, and formative assessment methods. Consequently, classroom observations and learner work samples from the second lesson indicated enhanced engagement and deeper conceptual grasp, while facilitator notes highlighted increased collaboration and educator confidence.
They meticulously crafted transformative lessons that tackled common misconceptions about cellular respiration while strictly following CAPS guidelines. Through the constructive collaboration of their collective skills, lifelong experiences, and valuable feedback from motivated learners, they generated an informative Grade 11 diagnostic report poised to transform life science teaching. They devised several visual lessons to bolster understanding, including highly detailed flow diagrams that effectively illustrate cellular respiration processes, requirements, and outcomes (see Figure 5 below). Additionally, they skillfully presented the intricacies of aerobic respiration, as well as the differences between lactic acid and alcoholic fermentation, using charts and calculations.
Although substantial advancements have been made, evident limitations of TSPCK include challenges in ordering tasks to enhance conceptual comprehension, insufficient use of lesson plans to aid learner learning, and a restricted capacity to foresee and tackle learner misconceptions. Furthermore, classroom observations indicated that educators occasionally found it challenging to modify their teaching methods to cater to their learners’ diverse needs. These observations were corroborated by participant reflections, which underscored the difficulties in creating tasks that aligned with the curriculum and in addressing the needs of learners with varying levels of existing knowledge. The data indicated that despite TSPCK being a valuable educational framework, educators demand extra support and development, particularly in the essential teaching of intricate cellular respiration subtopics.
Even though T2 conveyed his three years of expertise with confidence, the lack of confidence witnessed in certain participants became apparent through their tentative participation in group discussions, their hesitance to disclose lesson plans, and their admitted apprehensions regarding their capacity to successfully apply TSPCK principles. This generated considerable concern and potentially impeded effective dialogue. Notably, research by Lewis et al. (2009), along with Friedman (2005), suggests that such profound fears may stem from deep-rooted cultural or personal influences. However, towards the conclusion of the discussion, in a surprising turn of events, T1 enthusiastically volunteered to courageously take the lead in teaching the pivotal third lesson at School M.
The participants enhanced their teaching methods on the relationships between aerobic and anaerobic cellular respiration, with a particular emphasis on helping learners overcome the difficult obstacles associated with ATP yield complexities and a thorough comparison of the different stages. Once thought to be simple, the topic developed to show a maze of difficulties in the interpretation of chemical equations and the detection of byproducts from anaerobic reactions. An extensive end-of-chapter assessment was expertly created to reinforce understanding and mastery, yet some of the questions presented serious difficulties and required intense cognitive effort.
T2 anticipated that Question 2 (Figure 6 below) would be quite complex, so he recommended the strategic application of sharp critical thinking abilities in conjunction with expressive verbal expressions to successfully negotiate the difficulties.
While T2 explored the intricacies of the citric acid cycle and oxidative phosphorylation, T3 incorporated a broad display of energy flow stages, expanding the field’s knowledge and comprehension. However, significant misunderstandings resulted from this approach, highlighting the difficulties in putting difficult scientific processes into reality.
The conversation was enhanced by T1’s active engagement with participants to obtain their perspectives. Even though the discussion was intense, there was no quick fix, which allowed for further research and deliberation.
To fully evaluate and enhance comprehension of the complex phases of cellular respiration, a flowchart was created and presented. The flowchart, which was recommended by T5 due to its visual clarity, helped enhance learning. At the same time, T2 and T3 committed to additional research to improve their TSPCK. This dedication emphasizes how crucial reflective practice is to significantly increase the efficacy of next educational initiatives.
The detailed lesson plan revealed a unique and creative structure that skillfully included interactive tests and dynamic flowcharts that were carefully designed to captivate and involve learners. In addition to creating a strong sense of ownership among participants, this innovative and cooperative approach expertly adapted the lesson to each learner’s particular needs. As a result, it created a dynamic, learner-centered setting that was highly concentrated on the complex mechanisms of glycolysis as well as the respiratory and metabolic systems.
Conciseness: Redundancy was removed without sacrificing important information. This is one of the primary improvements.
Structure: Carefully arranged to improve flow and readability.
Clarity: Converted difficult phrases into understandable and clearer thoughts.
Engagement: To guarantee steadfast authenticity and engagement, dynamic active voice and poignant direct citations were used.

3.2. The First and Second Lessons Teaching PLC1

The research team struggled to meet the 1:30 educator-to-learner ratio set by the Department of Basic Education. Initially, T1 was nervous, but became more relaxed and excited with a larger observer group than usual. This novelty increased motivation. All participants arrived on time, ensuring a smooth lesson. After a break, everyone was seated early, and learners were punctual due to prior notification and an early bell. Observers received an observation tool, a lesson plan, and a worksheet. The lesson on cellular respiration aimed to cover definitions, stages, and comparisons of aerobic and anaerobic cellular respiration, among other goals.
Analysis of T1’s lesson plans and classroom observations revealed a gap in understanding of inclusion and language across the curriculum (LAC), as they did not include explicit strategies to aid learners from varied linguistic backgrounds and showed limited use of scaffolding methods to aid comprehension for speakers of less dominant languages. This deficiency could impede engagement for these learners and restrict culturally responsive approaches. Forsman et al. (2023) emphasized that inclusive practices and linguistic support are essential for providing equal learning opportunities. Thus, educators need to appreciate the significance of LAC in their lesson planning.
Learners should grasp the following lesson goals, derived from the South African national life science curriculum for Grades 10–12, particularly emphasizing cellular respiration according to the CAPS document:
  • Describe the stages of cellular respiration, including glycolysis, the citric acid cycle, oxidative phosphorylation, and the oxidation of pyruvate.
  • Clarify crucial concepts such as glycolysis, oxidative phosphorylation, and the distinctions between aerobic and anaerobic cellular respiration. Additionally, enumerate the products like ATP, carbon dioxide, and water, and the reactants such as glucose and oxygen.
  • Elucidate the process of ATP synthesis and its importance.
  • Differentiate between aerobic and anaerobic cellular respiration in terms of oxygen presence and resultant products.
  • Recognize the importance of cellular respiration in providing the energy necessary for cellular functions.
These goals were further developed through joint planning with participating educators during the lesson study cycles to guarantee contextual relevance and consistency with learners’ existing knowledge and classroom conditions.
T1 conducted an activity aimed at exploring cellular respiration, fulfilling the lesson objectives while involving learners in an in-depth evaluation. Participants engaged in diverse tasks and tackled questions regarding the site of cellular respiration, anaerobic processes in yeast and muscle cells, and various respiration types. Despite the lessons by T1, T2, and T3 provided additional support to certain learners. The learners displayed their answers on the board, highlighting different levels of accuracy. This session highlighted two major topics: the phases of cellular respiration and its variations under distinct conditions. While some learners struggled with specific details, general comprehension was accomplished. T1 delivered the lesson effectively, even though time constraints hindered complete assimilation. Observations revealed a strong interest in cellular respiration concepts, meeting the lesson goal.

3.2.1. The First Lesson Teaching PLC1

Even in the presence of her department head, T3 maintained her confidence throughout the planned first lesson. Each participant demonstrated punctuality by coming together when the final session started on time at 13:15. While T3 coordinated the distribution of the prepared teaching materials, the researcher ensured that each observer had essential observation instruments. Participants engaged in the learning process while being tasked with the articulation and comparative examination of the complexities of cellular respiration. T3 began the class by reviewing the nuances of plant and animal cells again, evaluating learners’ knowledge while shedding light on the essential organelles like mitochondria that are essential for cellular respiration. These fundamental elements connected the complex idea of cellular respiration with the knowledge of cellular structure. In this lesson, T3 also explored glycolysis, the Krebs cycle, and oxidative phosphorylation with clarity and accuracy, using written and visual aids to significantly increase learners’ understanding of these difficult ideas.

3.2.2. The Second Lesson Teaching PLC2

After a lengthy break, T1 delivered the second research lesson for PLC2 at 11:00 a.m. Learners demonstrated lively involvement, while some had trouble following the lesson. The lesson proceeded smoothly, following a planned lesson plan. The lesson on cellular respiration was organized effectively, using an interactive slide to engage learners and skillfully assess their understanding. This innovative teaching approach motivated learners to pinpoint subsequent stages in the energy conversion process, which ignited their curiosity, honed their critical thinking skills, and prompted them to tackle problems.
As noted in the initial PLC1 assessment, T1’s and T3’s inadequacies in addressing inclusivity underscore the critical importance of ongoing professional development. By reviewing essential topics like pyruvate oxidation, glycolysis, the citric acid cycle, and oxidative phosphorylation, the lesson aimed to facilitate learners’ comprehension of the complexities of cellular respiration. Learners were able to effectively differentiate between aerobic and anaerobic processes and identify and compare the steps involved in energy conversion. This session was more learner-focused than T3’s prior lesson and demonstrated T3’s confident and systematic teaching methods, even with time constraints. The active engagement of participants and achievement of learning objectives underscore the need for educators to be adaptable and pursue continual professional growth to ensure the effectiveness of their teaching methods.

3.3. First Lesson Study Cycle One: Post-Lesson Reflection and Lesson Discussion

On the fifth day of this research journey, following the delivery of lesson presentations, participants—including key presenters T1 and T3, along with observers, reconvened for a thorough reflection session. Facilitated by T5, the session provided an opportunity for participants to express their thoughts post-presentation. T3 commended the implementation of the content and the incorporation of research at school K, particularly tailored to meet the evolving needs of learners. Concurrently, T4 pointed out that despite the tasks being displayed on charts, T3 continued to write them on the board to ensure clear understanding and active involvement. The session leader urged everyone to focus on the lesson content rather than personal comments.
During a reflective session, T1 conveyed mixed emotions of contentment and concern regarding a broad range of topics, with a particular focus on aerobic cellular respiration. T6 praised T1’s teaching for its clear and enlightening nature, proposing the innovative idea of including chemical formulas in diagrams. T3 emphasized reinforcing previous knowledge by stressing the crucial need for understanding cellular structures by the eleventh grade. Additionally, T2 noted the requirement for future lessons to better differentiate between anaerobic cellular respiration in muscles and yeast, pointing out the existing misconceptions among learners. The subdued comments from other participants were due to their lack of experience in providing constructive feedback, a skill that requires development.

3.4. Second Lesson Study Cycle 2: Post-Lesson Reflection and Lesson Discussion

After the research lessons were presented, the participants gathered to reflect deeply and to improve these teachings significantly. The second lesson aimed to address the gaps identified in the initial lesson. Upon completing a full cycle, participants discussed both the improvements made and their increased understanding of the lesson study process. This research strengthened their skills and boosted their efficiency. During these sessions, they focused on the complex and diverse topic of cellular respiration, analyzing its different phases and distinguishing between its aerobic and anaerobic aspects.
The complexity of processes like oxidative phosphorylation, glycolysis, and the citric acid cycle was emphasized by T3, who shared his great challenge in teaching cellular respiration. Despite these difficulties, their joint efforts resulted in innovative and improved teaching strategies. T1 concurred, mentioning that learners still find these processes confusing and stressing the importance of thorough teaching that uses visual flow diagrams. By tackling difficult topics and persistently sharing creative methods, the participants showed their strong commitment to improving teaching techniques and enhancing learners’ understanding. The collaborative spirit of the lesson study was seen as a key factor, helping educators successfully resolve teaching challenges and continually refine their methods.

4. Discussion

This research highlights lesson study as an impactful model for professional development, enhancing educators’ pedagogical content knowledge (PCK) through professional learning communities (PLCs). The study examined the enhancement of topic-specific pedagogical content knowledge (TSPCK) by analyzing lesson plans and teaching materials to evaluate how educators organize lessons on specific subjects, looking for signs of curricular relevance, pedagogical methods, and teaching strategies. These materials were analyzed with a deductive approach, matching the five fundamental components of TSPCK (Ndlovu et al., 2025). Additionally, systematic classroom observation protocols were used to investigate the real-time implementation of TSPCK, with an emphasis on how educators use teaching representations and correct learner misconceptions.
Educators reported significant growth in their teaching practice.
As T3 reflected: “This research on lesson study has helped me to enhance my PCK in teaching cellular respiration and other topics, even in other subjects I teach.”
T1 echoed this sentiment, noting:
“I believe we have all benefited by enhancing our PCK in teaching cellular respiration.”
These insights affirm Murata et al.’s (2004) assertion that increased content knowledge is an intermediate outcome that leads to long-term pedagogical improvement.
Before the study, educators worked in isolation due to a lack of structured professional development. Lesson study created a collaborative space for educators to co-plan and refine lessons.
T4 shared:
“I never thought that we as educators could plan a lesson together and also discover ideas during the observation on how to improve that lesson.”
The study also revealed challenges in learners’ ability to generalize cellular respiratory findings, supported by T2:
“I observed that learners have difficulty grasping the concept of cellular respiration, especially the difference between the products of aerobic cellular respiration.”
This is consistent with extensive research showing that although learners are willing to perform practicals and observe cells like yeast cells, they find it challenging to grasp abstract concepts (Mapulanga et al., 2022). Specifically, they struggle to understand the connections between glycolysis, the citric acid cycle, and oxidative phosphorylation, as well as to generalize these processes across various cellular respiration processes.
The lesson study method improved educators’ proficiency in teaching cellular respiration while simultaneously enhancing their pedagogical content knowledge (PCK). This approach offers a feasible path for ongoing professional development in South Africa’s educational sector by encouraging collaborative reflection and conforming to learner-focused ideals from the CAPS curriculum. According to this study, topic-specific pedagogical content knowledge—which deals with how educators modify subject matter for successful topic teaching—is an expanded version of Shulman’s (1986) more general idea of PCK. The framework by Mavhunga and Rollnick (2013), detailing five interconnected TSPCK components, was employed: (1) leveraging learners’ prior knowledge, (2) ensuring curriculum relevance, (3) elucidating concepts, (4) pinpointing teaching challenges, and (5) choosing effective teaching techniques. We examined educators’ lesson plans, classroom activities, and reflective discussions during the lesson study cycle, identifying instances where these five elements appeared. Improvements in TSPCK were confirmed through educators’ increased ability to integrate these components more harmoniously, highlighting greater pedagogical understanding of the topic at hand.
According to the study’s findings, lesson study is an effective strategy for enhancing educators’ TSPCK in Life Sciences, particularly when teaching cellular respiration. Educators who participated in the study reported improved lesson planning, more effective teaching methods, and a deeper understanding of the material. The collaborative nature of lesson study fostered peer learning, allowing educators to refine their techniques, clarify misconceptions, and incorporate learner-centered approaches.
The results are consistent with earlier studies by Boitumelo and Percy (2024) and Sekao and Engelbrecht (2022), which emphasize the value of lesson study in enhancing teaching proficiency. Similarly, lesson study promotes teamwork and encourages inquiry-based learning, according to Takahashi and McDougal (2019). According to Boz and Belge-Can (2020) and Lampley et al. (2018), lesson study improves pedagogical content understanding by empowering educators to adapt their lessons to the needs of their learners.
When comparing studies conducted in various educational contexts, however, disparities were noted. For instance, studies by Yamnitzky (2010) and Mon et al. (2016) highlighted how lesson learning is ingrained in Japanese educational culture, where planned cycles are commonplace. The South African school system, on the other hand, has difficulties implementing because of a lack of awareness, time restrictions, and resource limitations. Furthermore, although Hill et al. (2008, 2004) emphasized the value of lesson study in developing mathematical thinking, this study concentrated on how it affects the teaching of Life Sciences.
By illustrating how lesson study may be modified for various educational contexts to enhance pedagogical topic understanding, the study makes a substantial contribution to the knowledge enterprise. Beyond traditional workshop-style professional development, its incorporation into professional learning communities (PLCs) provides an organized, iterative method for improving teaching techniques. Peer observation, introspection, and feedback systems guarantee ongoing learning, which eventually improves the caliber of teaching provided by educators.
Lesson study helps educators provide learner-centered teaching by encouraging inquiry-based learning, group planning, and self-reflection. This study emphasizes how crucial it is to comprehend learners past knowledge, fill in conceptual gaps, and relate cellular respiration to practical applications. It also emphasizes how important it is for school management teams to provide organized support to guarantee successful implementation.
The results imply that broadening the scope of lesson study beyond Life Sciences to include other areas could improve teaching methods even more, especially when it comes to difficult scientific ideas that call for a profound conceptual grasp. Maintaining its influence will require incorporating it into professional development frameworks, training on lesson study cycles, and including policymakers.

5. Conclusions

Lesson study is a dynamic combination of teamwork, astute observation, and careful reflection that can significantly advance the professional growth of educators. The significant influence that lesson study cycles have on enhancing educators’ TSPCK in Life Sciences is highlighted by this research, which was carried out in Capricorn South District schools. Lesson study’s strong ability to enhance teaching quality is unquestionably confirmed by the transformative results, which also establish it as a creative, educator-led, grassroots effort that daringly opposes the conventional top-down professional development paradigms.
As Ugbe et al. (2010) emphasized, educators are the cornerstone of the responsibility of promoting learner accomplishment; therefore, their unwavering pursuit of professional development is necessary. However, they are continuously confronted with persistent problems like the unrelenting strain of time restraints, the enormous weight of heavy workloads, and a conspicuous lack of research experience. The most significant benefits are reaped by educators who approach lesson study with true openness and proactive participation, highlighting the crucial necessity of carefully considering their attitudes and personalities during its thoughtful implementation.
This study scrutinized the experiences of life science educators in South African secondary schools, underlining the pivotal impact of TSPCK in the effective teaching of cellular respiration. By empirically demonstrating the essential role of TSPCK in enhancing both teaching practice and learner comprehension of cellular respiration, it makes a notable academic contribution. The results revealed that educators who adeptly infused TSPCK principles in their lesson plans were more successful in addressing learner misconceptions and fostering a deeper grasp of intricate topics like the interplay between glycolysis, the citric acid cycle, and oxidative phosphorylation. These findings are based on examinations of lesson plans and classroom observations, which collectively underscore the significance of TSPCK in the teaching of cellular respiration. The active involvement of school management teams (SMTs) in adopting lesson study as a transformative school development approach can fundamentally reshape educator training and catalyze sustained enhancements in teaching techniques. To deepen the understanding of lesson study’s profound effect on PCK within Life Sciences Education, more concentrated research is necessary. Current studies suggest that it can markedly enhance educational outcomes, teaching methods, and bolster educators’ TSPCK, thereby contributing to enduring advancements in Science Education.

Author Contributions

Conceptualization, S.Z.M. and M.S.M.; methodology, S.Z.M.; formal analysis, S.Z.M.; investigation, S.Z.M.; data curation, S.Z.M.; writing—original draft preparation, S.Z.M.; writing—review and editing, S.Z.M. and M.S.M.; visualization, S.Z.M.; supervision, M.S.M.; project administration, S.Z.M. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

The study was conducted in accordance with the ethics clearance requirements and approved by the University of Limpopo, Turfloop Research Ethics Committee (project number: TREC/1557/2024:PG; date of approval: 19 August 2024).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The data presented in this article are not readily available because they were collected from a project under research ethics approval that limits access to only those participating in this project. This was done to ensure the privacy, anonymity, and safety of participants.

Acknowledgments

The authors would like to thank the study participants for their participation in the study. Our sincere gratitude is extended to the principal, educators, and learners of Makgongoana High School, Rosebank College (Polokwane Campus) and the entire Mankweng Circuit community for their steadfast assistance and collaboration throughout the research process.

Conflicts of Interest

The authors declare no conflicts of interest.

Glossary

Master of Education (M.Ed.) is a postgraduate degree with specializations spanning from curriculum creation to educational management that aims to enhance professional knowledge, research capacity, and leadership abilities in the field of education. BEd Honours is a postgraduate degree that enhances theoretical knowledge, builds research skills, and equips educators for specialized positions in educational investigation, leadership, and curriculum creation. Bachelor of Education (B.Ed.) is a four-year professional degree that gives prospective educators the didactic knowledge, subject-matter expertise, and hands-on teaching experience they need to register with the South African Council for Educators (SACE) to work with learners in different school phases. Postgraduate Certificate in Education (PGCE) is a professional certification that allows graduates with appropriate degrees to work as educators by giving them the pedagogical knowledge and hands-on abilities they need to instruct in the senior phase and further education and training (FET) bands. Diploma in Education is a vocational qualification that enables graduates to operate efficiently in early childhood, foundation phase, or specialized educational settings by equipping them with fundamental pedagogical knowledge and practical teaching abilities. The method of continuously assessing learners’ progress through a variety of classroom-based assignments is known as continuous assessment (CASS). This allows for prompt feedback and promotes holistic growth throughout the academic year. School-based assessment (SBA) is an ongoing, educator-led process that uses a variety of curriculum-aligned tasks incorporated into regular classroom instruction to assess learners’ progress. In South African schools, teaching, learning, and assessment are guided by the Curriculum and Assessment Policy Statement (CAPS), which offers a grade-specific, structured framework to guarantee curriculum conformity, equity, and consistency.

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Education 15 01577 g001
Figure 1. Participants’ qualifications.
Figure 1. Participants’ qualifications.
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Figure 2. Participants’ teaching load: Life Sciences and other subjects.
Figure 2. Participants’ teaching load: Life Sciences and other subjects.
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Figure 3. Diagram by T3 showing lactic acid fermentation.
Figure 3. Diagram by T3 showing lactic acid fermentation.
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Figure 4. Diagram by T3 showing alcoholic fermentation.
Figure 4. Diagram by T3 showing alcoholic fermentation.
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Figure 5. The process of aerobic cellular respiration, as described by PLC2.
Figure 5. The process of aerobic cellular respiration, as described by PLC2.
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Figure 6. An extensive end-of-chapter assessment—Question 2, used by PLC2.
Figure 6. An extensive end-of-chapter assessment—Question 2, used by PLC2.
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MDPI and ACS Style

Motaung, S.Z.; Mtshali, M.S. Cultivating Expertise: The Impact of Lesson Study on the Topic-Specific Pedagogical Content Knowledge of Grade 11 Life Sciences Educators in South Africa. Educ. Sci. 2025, 15, 1577. https://doi.org/10.3390/educsci15121577

AMA Style

Motaung SZ, Mtshali MS. Cultivating Expertise: The Impact of Lesson Study on the Topic-Specific Pedagogical Content Knowledge of Grade 11 Life Sciences Educators in South Africa. Education Sciences. 2025; 15(12):1577. https://doi.org/10.3390/educsci15121577

Chicago/Turabian Style

Motaung, Steven Zuzidlelenhle, and Moses Sibusiso Mtshali. 2025. "Cultivating Expertise: The Impact of Lesson Study on the Topic-Specific Pedagogical Content Knowledge of Grade 11 Life Sciences Educators in South Africa" Education Sciences 15, no. 12: 1577. https://doi.org/10.3390/educsci15121577

APA Style

Motaung, S. Z., & Mtshali, M. S. (2025). Cultivating Expertise: The Impact of Lesson Study on the Topic-Specific Pedagogical Content Knowledge of Grade 11 Life Sciences Educators in South Africa. Education Sciences, 15(12), 1577. https://doi.org/10.3390/educsci15121577

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