This study developed a teacher education program for teacher education students (TESs), incorporating collaborative inquiry and panoramic cameras to guide them in observing young students' learning performances during teaching, with the goals of enhancing instructional design capability for diagnosing student learning problems and investigating the feasibility of this approach. Twenty-two participants, divided into five groups, engaged in teaching practice across five different junior high school classes simultaneously. The remaining 17 participants conducted classroom observations. Post-teaching discussions of a group followed, with this three-week cycle repeating four times, allowing each TES to serve as a teaching educator. The study concludes that TESs' diagnostic abilities in identifying student learning problems have improved, along with a noticeable positive change in their perceived capabilities for designing teaching activities. Overall, the proposed course framework demonstrates feasibility in teacher education.