Incorporating learning study in a teacher education program in Hong Kong: a case study

Mun Yee Lai (School of Teacher Education, Charles Sturt Universtiy, Bathurst, Australia)
Yin Wah Priscilla Lo‐Fu (The Hong Kong Institute of Education, Hong Kong, China)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Publication date: 4 January 2013

Abstract

Purpose

The purpose of this paper is to report a case study of how learning study was incorporated in teacher education programs in Hong Kong. It aims to share the success of the program and to disseminate how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study. Building on the work, this paper suggests incorporating the framework of learning study, a theory‐guided pedagogical principle, as an integrated subject of mathematics pedagogy and teaching practice in teacher education programs.

Design/methodology/approach

In total 32 pre‐service teachers’ learning journals of their reflections of learning processes were analyzed. The analysis of data and reporting of findings are linked tightly to how pre‐service teachers enhanced their mathematical content knowledge and pedagogical content knowledge by practising learning study.

Findings

The 32 pre‐service teachers noted that the learning study subject fostered their understanding of relationship between theory and practice and their understanding of transforming knowledge into action. In particular, they came to understand that knowledge of pupils and content involves a particular mathematical idea or procedure and familiarity with students’ prior knowledge and misconceptions. They also reported that they understood better what mathematics pedagogy content knowledge means and what components it includes.

Originality/value

The suggestions of incorporating the framework of learning study in teacher education programs is supported and manifested by the positive feedback and comments of the 32 pre‐service teachers who underwent the entire learning process of learning study in Hong Kong. The findings demonstrate how pre‐service teachers’ mathematical content knowledge and pedagogical content knowledge were enhanced by practising learning study.

Keywords

Citation

Yee Lai, M. and Wah Priscilla Lo‐Fu, Y. (2013), "Incorporating learning study in a teacher education program in Hong Kong: a case study", International Journal for Lesson and Learning Studies, Vol. 2 No. 1, pp. 72-89. https://doi.org/10.1108/20468251311290141

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Publisher

:

Emerald Group Publishing Limited

Copyright © 2013, Emerald Group Publishing Limited

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