ABSTRACT
This chapter is a longitudinal study that examines the use of a mandatory learning module in an initial teacher education programme that aims to develop the practical knowledge of pre-service teachers in a Chinese normal university. Guided by formative interventions, data were collected from videotaped discussion meetings, teaching activities, and reflective journals of pre-service teachers. The data were then analysed from the theoretical perspectives of expansive learning and the components of teachers’ practical knowledge. The results identified the intervention trajectory as three consecutive cycles and the intervention outcomes as different development trends among knowledge components in pre-service teachers’ practical knowledge. It contributes to the methodology of formative intervention and its empirical utility and therefore has global implications for initial teacher education programmes’ transformation by regarding teacher practical knowledge as a complex knowledge system with evolutionary dynamics.
