Abstract:
The objective of this project is to study an alternative Block Practice (BP) design that aims to increase opportunities for student learning and school partnerships. The current design , an 8-week BP that comes in the middle of the school term, limits opportunities for critical engagement, reflective learning, and formative assessment of students’ teaching practice. An alternative approach, designed around the concept of an “FE Semester” ( FES) and integrating a number of pedagogical elements, is better aligned with the aims of the BEd(EL) award. Specifically, the FES increases opportunities for students in self-reflection, on-line learning and enhancing the relationship between teaching and learning. The project will study these innovative elements integrated within the FES, including 1 ) i ncreasing the duration of 4 th year BP to twice its current length; 2 ) p roviding additional professional feedback through a comprehensive audio-commentary on student-teachers’ video-recorded lessons; 3 ) p roviding structured opportunities for peer observation and feedback of student-teachers’ lessons; 4 ) p roviding an online e-Portfolio platform using Mahara open-source software to organize student-teachers’ planning, feedback and reflection; 5 ) p roviding additional professional support through non-assessment supervisory visits and consultation; and 6) Improving Department-school partnerships with schools hosting student-teachers. Although any of these FES elements could be adopted as an independent part of an alternative BP design, the purpose of the project is to analyse and evaluate the inter-related benefits of these features as well as their independent effect. The overall impact of the FES on students’ professional development will provide useful data that allows for evidenced-based decisions for future practice. In addition, focused research by project members into each of the design elements will provide research papers and conference presentations
Code:
T0092
Principal Project Supervisors:
Subjects:
Start Date:
01 Jul 2011
End Date:
30 Jun 2012
Status:
Completed
Result:
The project has provided evidence of specific design features of FE that contribute to the improved learning of student teachers. These features cover several aspects of FE, including length, supervisory support, peer support, feedback mechanisms, relationship with host school, and assessment. The following deliverables have been completed successfully:
A review of the design an delivery of BP within the BEd(EL) programme, based on evidence of the most effective elements of the pilot, given programmatic and resourcing constraints.
A revision of Block Practice Orientation for student-teachers to train students and encourage practices during BP that enhance learning outcomes with respect to student-supervisor communication; peer support possibilities; e-Portfolio reflection and feedback.
A revision of Block Practice Orientation for Department supervisors to encourage supervisor-related practices during BP that enhance student learning outcomes; as conducted during the FHM FE Standardization meeting on 31st October 2012.
A planned seminar for the English Department on the evidence of how to provide support for improved learning on FE (March – April 2013).
Written and web-based guidelines, and an orientation for BEd(EL) on the use of FE reflective e-portfolios, implemented in Semester One, 2012.
A strong partnership for future collaboration between the English Department and the host primary and secondary DSS schools as well as a model for additional partnerships with other schools. Principals of both schools have expressed interest in continued partnerships.
Documentation data and analysis of the training effect of several focused aspects of clinical teaching practice to the field of teacher education.
Impact:
The major objectives of the TDG project have been well achieved, including examining programmatic features of the FE course that impact on student learning and professional development as student teachers, including achieving the following objectives of the TDG:
Obtaining an evidenced-based understanding of the impact of innovative elements of the FES on the students’ learning. Preliminary findings may be used to inform related programme and FE considerations of how to enhance student learning outcomes on FE
Providing Institute staff members’ professional development through seminars offered on FES topics, such as the efficacy of e-Portfolios in enhancing student-teachers’ critical engagement, refection and autonomy.
The cooperation of staff members from two HKIEd departments, a DSS primary school and a DSS secondary school was established and consolidated.
The FE Semester and TDG project components were designed to be mutually advantageous for the English Department, partner schools and student-teachers and the views and opinions of cooperating school staff were sought. Cooperation with local school staff also extended the experience-sharing and professional development benefit outcome of the project, especially among supporting staff at the host primary school.
The enhanced student teaching learning outcomes for the eleven BEd(EL) students participating in the project. Future cohorts of BEd(EL) students may also benefit if FES elements are effective in enhancing learning outcomes and later adopted for other groups of BEd(EL) students.
Project members’ professional development through the research consultation, cooperation and experience-sharing involved in the coordination, documentation and analysis of the above-mentioned elements of the FES.
Deliverables:
Books / Book Chapters / Journal Articles / Conference Papers
Taylor, T. (2013, January). Improving the Learning Outcomes of a Teaching Practicum in Hong Kong through a Multimodal Support Design. Paper presented at the 11th annual Hawaii International Conference on Education, Honolulu, Hawaii. (Programme book, pg 30:http://www.hiceducation.org/program_edu.php
Seminars/Presentations/Sharing Sessions
A dissemination series seminar on "Reconsidering Block Practice Objectives during a Semester-long Field Experience Pilot" by Dr Timothy Taylor at The Hong Kong Institute of Education on 22 May 2012.
A seminar on "Improving the Learning of Student Teachers through an FE Semester and Multimodal Support" to be held at The Hong Kong Institute of Education in March/2013.
Financial Year:
2010-11
Type:
TDG