Most novice teachers enter the schooling system lacking confidence, with low levels of pedagogical content knowledge and teaching competence, coupled with a lack of gender-inclusive school practices. This study is located within the interpretivism paradigm and used interviewing techniques to elicit data from twelve commerce teachers selected from three Limpopo secondary schools. The study utilizes their narratives to reflect on the views and lived experiences of novice commerce teachers on gender stereotyping and teacher collegiality using a Lesson Study Approach (LSA). Findings identified wrongful and harmful gender stereotypes, namely women discrimination based on ‘woman inferiority to man in decision making;’ and ‘woman relegation to care work’ that exert an impact on the attainment of value-added benefits of lesson study and teacher collegiality. It was further found that the LSA promotes teacher collegiality and teacher professional learning. LSA also improves teaching practice and skills. In conclusion, this study recommends that schools be encouraged to address gender equality by conscientizing teachers of cultural gender stereotypes. In that regard, schools could adopt LSA to further promote teacher collegiality and professional learning.  

 

Key words: Lesson study approach, novice teacher, collaborative learning, teacher collegiality, teachers’ professional learning.