In educational settings, action research can be used in a variety of areas such as (1) teaching methods; (2) learning strategies; (3) evaluative procedures; (4) attitudes and values; (5) continuing professional development of teachers and; (6) administration (Cohen, Manion & Morrison, 2000). Due to various reasons, there are few action research in schools and in higher education in Hong Kong (Li, Yu, Lam & Fok, 1999; Kember & Gow, 1992). Even in other place of the world, action research with empirical data is not much in teacher education (Ross & Bondy, 1996). This study is an investigation in using the KWL method to support teacher educators in conducting action research for enhancing learning of student-teachers as well as in continuing professional development of teacher educators in improving teaching skills, increasing powers of analysis, and heightening self-awareness of one's teaching. Participants comprised 32 student-teachers who were currently enrolled in a three year teacher certificate teacher education programme at the Hong Kong Institute of Education. The KWL method can record "what they know (K) and what they want (W) before lesson" as well as "what they learn (L) after lesson". Records of their prior knowledge (K), their expectation (W), their learning (L) can be analyzed to explore the structure of their learning and its changes. All these information together with the data collected in the action research cycle (plan, act, observe and reflect) will give much hints and insights to the teacher educators to reflect on their own teaching.