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.
A case study is used to illustrate how and what was learnt in this way by the student teachers attending the program.
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.
The paper also explores the challenges of the approach and its potential for development into a sound pedagogy for initial teacher education.
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/10.1108/20468251211179704Download as .RIS
Emerald Group Publishing Limited
Copyright © 2012, Emerald Group Publishing Limited