Learning to teach through learning study

Research output: Contribution to conferencePapers

Abstract

This paper reports on a case study about the learning of a group of six pre-service teachers who attended the "Learning Study Module". The module is developed in the HKIEd in an attempt to facilitate pre-service teachers' learning in a real life situation so that they will be more sensitive to various aspects of teaching and become reflective practitioners. In the module, pre-service teachers followed the whole process of the Learning Study under the guidance of tutors. The paper describes how the group of pre-service teachers' belief on teaching is enhanced by an in-depth study of their changes of view on 'Variation 3'.Through lesson planning and two cycles of research lessons, the group of pre¬service teachers experienced the way to use the Variation Theory and was able to help students discern the critical features of the object of learning by carefully varying some aspects while keeping other aspects constant. They also applied Variation in other teaching practice, indicating that they viewed the theory as an effective tool for teaching and revising lessons. The group of pre-service teachers realizes that if Variation Theory is used tactfully in lessons to direct students' focus to the critical aspects, effective learning can be brought about. The Theory of Variation can be a guiding principle for structuring lesson, revising lesson plan as well as analyzing lessons. This paper comes up with a conclusion that Learning Study is not only beneficial to in-service teachers, it also contributes to pre-service teachers' learning and enhances their professional development.
Original languageEnglish
Publication statusPublished - 2010

Citation

Ko, P. Y. (2010, December). Learning to teach through learning study. Paper presented at the 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives, The Hong Kong Institute of Education, China.

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