Abstract:
The main aim of this project is to conduct a pilot study to review existing Learning Study 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 Learning Study modules currently used was reviewed. Suitable modifications were made so as to align appropriate outcome indicators for the Learning Study modules with the Institute’s missions. Both qualitative approach and quantitative approach to student assessment had been adopted. 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:
T0079
Principal Project Supervisors:
Subjects:
Start Date:
01 Mar 2010
End Date:
31 Aug 2011
Status:
Completed
Result:
The project developed performance indicators for measure the learning process and learning outcomes of learning study module. The existing Learning Study module was 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. A set of outcome indicators of the Learning Study modules were validated. 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.
Impact:
This study proposed a theory-support-practicum framework for improving the pre-service teacher training courses. Learning Study Course was operated through this framework from nurturing the teaching competency of our students. The Learning Study course had provided them with the necessary professional development skills. As result of the course, our students improved their instructional design skills and teaching competency and gained useful clinical experience. The theory-support-practice framework was transferred and applied to organize initial teacher programmes. It provided a unique and valuable perspective on creating opportunities for pre-service teacher learning. Teacher competency was enhanced by using the framework. If pre-service teachers denied the opportunity for involvement in research lesson practicum, the framework for organizing their learning would be of limited relevance. There was an innovative aspect to study, given the limited use of the theory-support-practice framework in initial teacher education, particularly in the Institute.
Deliverables:
Cheng, C. K. (2011). How Lesson study develops pre-service teacher’s instructional design competency? The International Journal of Research and Review, 7(1), 67-79.
Cheng, C. K. (2011, November). How Lesson study develops pre-service teacher’s instructional design competency? Paper presentation at the World Association of Lesson Study (WALS 2011), Tokyo, Japan.
Cheng, C. K. (2010, September). Developing teaching competency via learning study: A study on research based approach for pre-service teacher education. Paper presented at International Conference on Educational Research (ICER 2010), Khon Kaen, Thailand.
Financial Year:
2009-10
Type:
TDG