Over the past 8 years, Learning Study, a model for collaborative practice for in-service teacher education led by a research team in Hong Kong, has been implemented in more than 200 primary and secondary schools and has witnessed favourable outcomes in terms of enhancing student learning and teacher development. The model was not introduced into initial teacher education until 2007 when Learning Study was offered as a core module for all Year Two students (about 400 in total) in the Bachelor of Education programme of the Hong Kong Institute of Education. The Learning Study module is integrated with the practicum component of the programme, aimed at enabling pre-service teachers to develop sophisticated conceptions of teaching and better skills in lesson planning. This paper will examine the implementation of the module after its first year of operation, with a focus on the difficulties encountered and the resolutions that have been sought. The paper will also evaluate, through questionnaires and interviews, the impact of the module on developing students' understanding and skills in doing Learning Study and their collaborative group planning skills. Finally, the potential for using Learning Study as a model for collaborative practice in initial teacher education will be discussed.
|Publication status||Published - 2009|
CitationKo, P.-Y., & Marsh, C. (2009, August). 'Learning study' in initial teacher education: The Hong Kong experience. In R. Ulla (Chair), Learning study as a platform for improving teaching and learning. Symposium conducted at the 13th Biennial Conference: EARLI 2009: Fostering Communities of Learners, Amsterdam, The Netherlands.
- Phenomenography and variation theory
- Initial teacher education (Pre service)