Abstract:
Teaching practicum is essential for student teachers to gain experiences in real educational settings. However, supervisors’ feedbacks are often based on limited authentic evidences from retrospective memory and the quality of supervision is affected. This proposed project builds on a previous pilot project that aimed to promote evidence-based reflection of early childhood education (ECE) student teachers by using iPads. In this proposed project, 200 pre-service student teachers (from the full-time H.D. & B.Ed. programs in 2015-16, ECE Department) and 20 supervisors and 60 preschools will be invited to participate. Supervisors will use iPads to capture relevant teaching moments in digitalized forms to stimulate students’ reflective thinking during post-teaching conferences. Further, students will form peer groups to reflect on these digitalized materials in an online platform (Mahara). Through this vigor of reflection and learning, students’ teaching efficacy is anticipated to be increased (compared between the pre- and post-project period). Students and supervisors will be surveyed and interviewed on their attitudes about using iPads at the end of the project. The proposed project is expected to validate the significance of using iPad in promoting the quality of supervision and build up a professional peer-evaluation culture for ECE student teachers.
Code:
T0164
Principal Project Supervisors:
Keywords provided by authors:
Subjects:
Start Date:
15 Jan 2016
End Date:
14 Jan 2017
Status:
Completed
Result:
Results indicated that there was a significant increase in student teachers’ self-efficacy after going through the process of video reflection by using iPads. In addition, both supervisors and students showed positive attitudes towards the use of iPads. Qualitative findings indicated that student teachers perceived that iPads provided concrete evidences to facilitate their memory recall and self-reflection, especially in the micro-teaching aspects. However, some student teachers felt ambivalent and embarrassed about using iPads because they concerned about that their errors would be magnified by supervisors. Supervisors felt that iPads could provide concrete evidences to students for reflection but they concerned about their technical capacity to use them effectively. Current findings have implications for teacher training institutions and school principals in relation to the use of video reflection in promoting teachers’ self-efficacy.
Impact:
The findings (based on quantitative and qualitative data) supported the claim that students had shown significant improvement in self-reflection and teaching efficacy via the process of evidence-based reflection of their teaching performances (with the use of iPads) at the end of the project. The results showed that both students and teachers agreed that iPad can serve on promoting quality of supervision, improving student’s reflection in teaching performance, increasing teaching efficacy and building up peer evaluation culture.
Deliverables:
Seminars/Presentations/Sharing Sessions
(2016, October) Sharing on “Using iPad to promote Student Techers’ Self-efficacy in Teaching” presented by Dr Paul Wong, Dr Ellie Chung, Dr Elaine Cheng, and Ms Woo Yuen Shan at The Departmental Seminar, Educational University of Hong Kong, Hong Kong. (Number of participants: around 10) https://repository.eduhk.hk/en/publications/e3fa922a-d508-4c2d-8ca8-96920309cf3f
Books / Book Chapters / Journal Articles / Conference Papers
Wong, Y.H.P. & Chung L. P. (2017, June). Using video reflection to promote pre-service kindergarten teachers’ self-efficacy. Paper presented at Canada International Conference on Education (CICE‐2017), University of Toronto Mississauga, Canada. (Number of participants: around 10) https://repository.eduhk.hk/en/publications/208f109b-cfe0-4c06-8c1e-7aa1e8555a86
Financial Year:
2015-16
Type:
TDG