Critical conditions for pre-service teachers’ learning through inquiry: The learning study approach in Hong Kong

Research output: Contribution to journalArticle

Abstract

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.
Original languageEnglish
Pages (from-to)49-64
JournalInternational Journal for Lesson and Learning Studies
Volume1
Issue number1
DOIs
Publication statusPublished - 2012

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Hong Kong
teacher
learning
study program
student teacher
education
methodology
Values
literature

Citation

Ko, 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.

Keywords

  • Hong Kong
  • Initial teacher education
  • Inquiry-based approach
  • Learning
  • Learning study
  • Lesson study
  • Professional development
  • Teachers