Critical conditions for pre‐service teachers' learning through inquiry: The Learning Study approach in Hong Kong

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.

Citation

Po Yuk, K. (2012), "Critical conditions for pre‐service teachers' learning through inquiry: The Learning Study approach in Hong Kong", International Journal for Lesson and Learning Studies, Vol. 1 No. 1, pp. 49-64. https://doi.org/10.1108/20468251211179704