Maurício, PauloValente, Bianor2024-03-0120240742-051Xhttp://hdl.handle.net/10400.21/17165This study evaluates the perceptions of four pre-service teachers and one mentor teacher regarding two lesson studies (LS) conducted in a single urban school, specifically in two 6th-grade science classes, as part of a preservice teacher practicum. One of the LS utilized the Content Representation (CoRe) as a planning tool. The sessions were recorded, transcribed, and analyzed using inductive content analysis within an interpretative framework. The results indicate a positive reception of the LS, with the use of CoRe being appreciated as a valuable tool that enhanced the depth of the planning sessions.engLesson studyInitial teacher educationPracticumPreservice teachersMentorsContent representationjournal articlehttps://doi.org/10.1016/j.tate.2024.104525