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This article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.

A systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.

In preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.

This literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).

The purpose of the paper is to examine study probes into the association between work–family balance (WFB) and workplace wellbeing (WWB), as there has been a dearth of studies in this domain. Furthermore, the study deciphers the mediation and moderation effect of work engagement (WE) and turnover intent, respectively, on this primal relationship.

The present study undertakes a quantitative analysis of full-time regular employees (n = 334) in the USA, with a minimum experience of two years in current employment. The data was collected in two phases to minimize common method bias. The collected data was analysed via structural equation modelling.

Results indicate a positive association between WFB and workplace well-being. The mediation effect of WE on the primal association between WFB and workplace wellbeing is also substantiated. Though turnover intent failed to moderate this association between WFB and WWB; but mitigated the linkage between WE and workplace wellbeing.

The study demonstrates that the direct relationship between WFB and WWB is more pronounced than its indirect association. This insight could help organizations to design policies that include WFB; which can further accelerate WWB and work immersion attitudes amongst employees. Finally, this paper illustrates that employee attrition can be controlled by championing a climate of WE and WWB.

The present investigation offers an insight into the direct association between the WFB and workplace well-being of employees; and the pivotal role of WE in the whole nexus, an investigation which has been largely ignored, in the past. Furthermore, it refutes the effect of negative constructs like turnover intention, in the presence of positive associates like WE and WFB; which is an important lead for both practitioners and theorists.