Ndlovu, Bongani PrinceNsele, Sphesihle WinileKhoza, Hlologelo Climant2025-11-182025-11-182025-04Ndlovu, Bongani Prince, Nsele, Sphesihle Winile and Khoza, Hlologelo Climant. "Enhancing conceptual teaching in organic chemistry through lesson study : a TSPCK-Based approach" Chemistry Teacher International, vol. 7, no. 3, 2025, pp. 485-498. https://doi.org/10.1515/cti-2024-0124.2569-3263 (online)10.1515/cti-2024-0124http://hdl.handle.net/2263/105339DATA AVAILABILITY : The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request.Conceptual teaching in science education and its implications for pedagogical research have been extensively studied. Likewise, lesson study (LS) has been recognized as a powerful tool for continuous professional development and effective teaching practices. Despite the recognized importance of LS and the affordances of topic-specific PCK (TSPCK) in developing conceptual teaching, the connection between these two approaches in fostering conceptual teaching, remains under-explored within science education. This study aims to explore the development of a conceptual teaching from the dynamic interplay of TSPCK components for teaching a section of organic reactions through a TSPCK-based LS. A qualitative research approach was followed with four teachers from Umkhanyakude district in KwaZulu-Natal. These teachers participated in a TSPCK-based LS to develop a conceptual teaching strategy using Content Representation (CoRe). The findings revealed that teachers progressed from a basic to a developing level of conceptual teaching expertise through LS, as measured by TSPCK component interaction. While the findings are not generalizable, they offer valuable insights into teacher development, highlighting LS as an effective approach for enhancing conceptual teaching in science. This study concludes by recommending large-scale research exploring the role of reflection and feedback during LS in developing conceptual teaching within TSPCK interventions.en© 2025 the author(s), published by De Gruyter. Open access. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.Conceptual teachingContent representation (CoRe)Lesson studyTopic-specific pedagogical content knowledge (TSPCK)Organic chemistryArticle