主导方法：通过探索和适应性发现学习，解决第二年家政学执教前教师的课程规划知识差距：基于课堂的行动研究

Pre-service teachers are expected to align learning outcomes, teaching–learning activities and assessment tasks when they plan lessons, yet many find this difficult. This classroom-based action research examined the effect of the LEAD (Learning through Exploration and Adaptive Discovery) Approach on the lesson planning and teaching demonstration performance of second-year Bachelor of Technology and Livelihood Education (BTLEd) Home Economics pre-service teachers at Davao Oriental State University. At baseline, 22 of 27 students (81.48%) did not pass an oral recitation on metacognition, and eve