<![CDATA[Persistent reliance on teacher-centred mathematics instruction limits conceptual learning and maintains a gap between reform-oriented teacher preparation and classroom practice. This study examined Lesson Study implementation within the mathematics component of the Diploma in Primary Education programme, focusing on trainee teachers’ understanding, instructional enactment, and reflective practice. A qualitative-dominant concurrent embedded mixed-methods design was conducted over six months. Nine trainee teachers from two Primary Teacher Training Institutes and two instructors were selected purposively. Data were collected through semi-structured questionnaires, analysis of 27 lesson plans, video-recorded observations of 18 research lessons, and audio-recorded post-lesson reflections. Quantitative data were analysed descriptively, while qualitative data were examined using deductive and inductive thematic analysis and integrated through triangulation. Findings showed stronger procedural than conceptual understanding of Lesson Study. Peer observation and collaborative planning were well recognised, whereas student-learning orientation, lesson revision, and research-based inquiry remained limited. Lesson plans included problem-solving and collaborative activities, but mathematical discourse, differentiation, and conceptual emphasis were weak. Classroom enactment often diverged from planned student-centred practices, while reflections focused mainly on classroom management and pacing. Effective implementation requires sustained cycles, stronger pedagogical preparation, structured reflection, skilled facilitation, and institutional support.]]>
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