Purpose – The purpose of this paper is to report on a “Learning Study” program developed in Hong Kong that attempted to foster the learning of pre-service teachers through a new, collaborative, inquiry-based approach. Design/methodology/approach – A case study is used to illustrate how and what was learnt in this way by the student teachers attending the program. Findings – The paper explains how the Learning Study approach, with its particular structure and conceptual framework, can meet some of the critical conditions of a successful inquiry-based approach to an initial teacher education program, as identified in the literature. Originality/value – The paper also explores the challenges of the approach and its potential for development into a sound pedagogy for initial teacher education. Copyright © 2011, Emerald Group Publishing Limited.
|Journal||International Journal for Lesson and Learning Studies|
|Publication status||Published - 2012|
CitationKo, P. Y. (2012). Critical conditions for pre-service teachers’ learning through inquiry: The learning study approach in Hong Kong. International Journal for Lesson and Learning Studies, 1(1), 49-64.
- Hong Kong
- Initial teacher education
- Inquiry-based approach
- Learning study
- Lesson study
- Professional development