Learning study: A collaborative way to develop and conceptualize TESOL teachers' PCK

PCK has been defined as one category of the amalgamation of pedagogical constructs that constitute the knowledge base that is essential for teachers’ quality teaching. Nevertheless a brief review of the history of pedagogical content knowledge reveals various definitions and conceptualizations of the construct (Hashweh, 2005). Besides the need to investigate what constitutes PCK, also not enough is known about how this knowledge develops (Rovegno, 1992; Shulman, 1987). Different subject disciplines require slightly different set of PCK. On the other hand, Learning Studies and Lesson Studies have been widely documented in research to be a tool for teachers’ professional development in which teachers can develop a new identity, a new set of knowledge and skills (Lewis, Perry, and Hurd, 2009). In this study, it aims to find out (1) whether Learning Study can develop the PCK of teachers teaching English as a second language (TESOL), and (2) how the emergent PCK constructs from the data are interpreted and conceptualized by researchers and participant teachers in a collaborative manner. Data are collected from a Learning Study project with four TESOL teachers in a primary school in Hong Kong on the theme of improving students’ story writing. Findings reveal that the participant teachers’ PCK is developed or enhanced through Learning Study and some reconceptualization of Shulman’s PCK framework is collectively made.