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

Abstract

PurposeThe 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/approachIn 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.FindingsThe 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/valueThe 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.

Typical practices of lesson study in East Asia

“…And by 2012, over 300 Learning Studies had been developed through various projects of the HKIE and many schools had conducted them on their own (Lai & Lo-Fu, 2013). With regard to pre-service teacher education, the HKIE has incorporated Learning Study as a core subject in the second year of all primary school teacher education programmes since 2008 (Lai & Lo-Fu, 2013). At present, it is used in all major subjects in primary, secondary and special education schools (Lo, 2008;Lo & Marton, 2011).…”

“…Learning Study in Hong Kong is premised on the variation theory, originally developed at the University of Gothenburg, Sweden by Ferance Marton as part of what he calls phenomenography (Lai & Lo-Fu, 2013). This theory posits that human awareness has a structure.…”

“…Data from 32 pre-service teachers in 2013 noted that Learning Study fostered their understanding of the relationship between theory and practice. In particular, they became more familiar with students' prior knowledge and misconceptions and the meanings of pedagogical content knowledge (Lai & Lo-Fu, 2013).…”

Microteaching Lesson Study of Biology Prospective Teacher to Develop Lesson Plan Design and Teaching Ability

“…During the implementation of the activities (implementation stage), all students became classical with the division of one student as a model teacher, and other students became observers that were accompanied by a lecturer. The steps of the MLS were conducted according to the procedure developed under Lai & Lo-Fu (2013) as shown in Figure 1. The data were collected in this study were the ability of the student to arrange and teach pupils after applying MLS.…”

Les lesson study : un dispositif pour favoriser l’usage des savoirs théoriques dans l’analyse de la pratique

“…Différents travaux sur la mise en oeuvre du dispositif LS en formation initiale fournissent des éléments de réflexion intéressants (Burroughs et Luebeck, 2010;Clerc et Martin, 2011;Fernandez, 2005;Ko, 2012;Lai et Lo-Fu, 2013;Martin et Clerc-Georgy, 2015;Sims et Walsh, 2009). C' est particulièrement l'adaptabilité du dispositif au contexte dans lequel il est mis en oeuvre qui nous a encouragés à tenter cette expérience.…”