Abstract:
The professional and vocational education (PVE) field experience has some specific features which make evaluation and assessment more challenging than other sectors. Both the PVE BEd and the PGDE programs were new and this provided an opportunity to break new ground in the thinking of practice in field experience. The settings were typified by diversity and included industry training, community education, youth centres, correctional institutions, military and police, health, sporting and recreational settings. In these settings the learning experiences were often developed in very different contexts to those associated with schools settings. The notion of “traditional lessons” within set periods and utilizing standardized curriculum with defined outcomes was not often present. Conversely, learning in work based settings did not have teacher directed lesson s and students had to develop skills in small group work, coaching and mentoring. Often these experiences were not accessible for observation and the presence of an assessor/ a supervising teacher might be inappropriate in some settings such as health and correctional settings. An added challenge emerged as many of the students in the PVE courses were fulltime workers and some had taken the option to integrate the field experience with their work settings. These presented important challenges in the evaluation and assessment and suggested that innovative and creative ways were needed to verify and validate the student field experiences. The team documented the nature of the PVE field experience through a consultative process involving students, industry and field experience supervisors. The team also developed a learning framework, and used new technologies to develop a portfolio of evidence to verify and evaluated the field experience.
Code:
T0075
Principal Project Supervisors:
Subjects:
Start Date:
08 Feb 2010
End Date:
07 Sep 2010
Status:
Completed
Result:
Through interacting and sharing with supervisors, employers, line managers, colleagues, and students, supervisors picked up or even advanced their job-related skills and interpersonal skills. Therefore, field experience not only facilitated the professional development of supervisors, but also personal development. Nevertheless, the project identified the importance of:
Relationship between partner organization, students and academics
Microteaching opportunities
The opportunities for using new technologies to be used as a mean of recording activities for assessment
Opportunities for reflection with academic supervisors and industry supervisors
Impact:
The project provided references for the design of the PVE field experience. It was summarized that the FE could be done better with the following follow-up actions:
1. Pre-Field Experience Meeting for supervisees and supervisors
2. Pre-Field Experience Preparation Session for Supervisors and Supervisees
3. Micro-teaching
4. Use E-Platform for Continuous Assessment, Information Exchange, and Experience Sharing
Deliverables:
Kell, P., Ng, M. W. E., Man, W. Y. T., Hui, K. F. S., Li, C. W. (2011). A report on Developing work-based learning process in PVE field experience, The Hong Kong Institute of Education.a https://repository.eduhk.hk/en/publications/97377abe-3e97-4c5b-b680-ae7b...
Financial Year:
2009-10
Type:
TDG