Abstract:
The aims of this project are (a) to systematically investigate English-major student learning processes in Field Experience (FE), (b) to enhance the Institute’s provision for FE, by developing a research-based support system for self-directed learning in FE for English majors. The project explored 3rd and 4th year students’ learning experiences from a sociocultural perspective, which learning takes place socially, in a variety of social networks, rather than cognitively, in the students’ minds alone. The project team investigated how students access and utilize various sources of knowledge and convert them into professional competence during FE. The team also examined opinions of HKIEd and school-based staff on how students could best utilize learning opportunities in schools. Based on the findings from the inquiry, a report detailing pedagogical strategies and proposals was prepared to advise teaching staff (supervisors) on how to support our student teachers’ learning during the block practice period. A website containing suggestions from students and staff and useful resources was developed, together with an interactive web space to support students’ efforts to share their experiences and convert various types of knowledge into professional competence.
Code:
3321
Principal Project Supervisors:
Subjects:
Start Date:
01 Apr 2009
End Date:
31 Mar 2010
Status:
Completed
Result:
The team identified that peer support played a critical role in mediating and sustaining the student teachers’ professional learning. Besides, it was found that they had a variety of socialization experiences with other staff in their teaching practice schools. Some of them received warm support and encouragement from their supporting teachers and other teaching staff. Others, nevertheless, experienced isolation in schools. These preliminary findings helped form a solid foundation for the team to develop materials or seminars/ workshops through the team could advise our colleagues to support community building among pre-service teachers in their efforts to learn to teach in teaching practices.
Impact:
Through the preliminary analysis of the data, narrative interviews and observations, the project team explored how students accessed and utilized various sources of knowledge and converted them into professional competence. The project team had deepened the understanding of student teachers’ self-directed learning during FE, and prepared to translate such understanding into deliverables for colleagues and future student teachers. Right now, some preliminary outputs included:
A bibliography on student teachers’ learning in FE "Seminar presentations on student teachers; self-directed learning in FE"
A manuscript on student teachers’ self-directed learning in FE
Financial Year:
2008-09
Type:
TDG