Abstract:
The main aim of this project was to conduct a pilot study to review existing Field Experience (FE) modules to bring them in line with the Outcome Based Learning (OBL) format and mapped to the Institute’s missions in terms of the 4Cs and generic learning outcomes. As the choice of outcome indicators is critical to the success of the outcome-based approach in enhancing student learning and teaching quality, various outcome indicators of the FE modules currently used either within or outside the teacher education institutions were reviewed. Suitable modifications were made so as to align appropriate outcome indicators for the Field Experience modules with the Institute’s missions. Both qualitative approach and quantitative approach to student assessment were adopted. The outcome-based indicators and the OBL practices validated by this pilot study would further be verified in the other Field Experience modules. This project rendered further support in facilitating student teachers to internalize their knowledge learned in HKIEd and to enact their learning in their teaching practice
Code:
T0071
Principal Project Supervisors:
Subjects:
Start Date:
08 Feb 2010
End Date:
07 Nov 2011
Status:
Completed
Result:
The project took a macro view to explore the factors that supported pre-service teacher learning during their teaching practice. Instructional design, assessment strategies and managing activities were empirically identified to be the learning outcomes of the FE modules. The institute curriculum, supporting teachers of the Block Practice (BP) school and pre-service teacher self-efficacy were found to be the predictive factors of learning outcomes. This model bridged the theory and practice gap by presenting and decomposing the education practices through campus courses, school mentor supports, and activating pre-service teachers’ self-efficacy for effective learning. This study recommended a set of guiding principles for our institute, including enhancing the quality of the campus course, strengthening the school partnership, providing an in-service teacher training programme to school mentors, and activating pre-service teachers’ self-efficacy, to improve the quality of our Bachelor of Education (BEd) programmes.
Impact:
This study recommended a set of guiding principles, including enhancing the quality of the campus course, strengthening the school partnership, providing in-service teacher training programmes for school mentors and activating the pre-service teachers’ self-efficacy, to enable teacher education institutes to improve the quality of our initial teacher education training programmes. These results informed the teaching practices in facilitating student teachers to internalize their knowledge learned in HKIEd and to enact their learning in their teaching practice.
Deliverables:
Cheng, C. K. E. (2012, February). Pre-service teacher’s views on their leaning in a tripartite field experience model. Paper presented at the 4th World Conference on Educational Sciences, Barcelona, Spain.
Cheng, C. K. E. (2012, May). Enhancing the Quality of Pre-service Teachers’ Learning in Teaching Practicum. Paper presented at the in C&I conference at The Hong Kong Institute of Education.https://repository.eduhk.hk/en/publications/99e5bb44-09ab-4973-8269-07e8...
A set of performance indicator for measure student learning outcome.
Financial Year:
2009-10
Type:
TDG