Reforming teacher education through outcome-based learning: What are the factors affecting implementation?

Reforming teacher education through outcome-based learning: What are the factors affecting implementation?

• Chan, Kam Wing Paul The Hong Kong Institute of Education
• Ng, Tsui San Teresa The Hong Kong Institute of Education
• Yu, Wai Ming The Hong Kong Institute of Education
• Lam, Tak Shing John The Hong Kong Institute of Education
• Chan, Kin Sang Jacqueline The Hong Kong Institute of Education

2010

2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives (2010: The Hong Kong Institute of Education)

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time

Teacher Education Implementation Outcome-based Learning

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Since the launching of outcome-based learning (OBL) in higher education in Hong Kong, institutional reforms are evident and have aroused various concerns of the stakeholders. The major elements of OBL identified as tile intended learning outcomes, teaching and learning activities and assessments are assumed to be the areas of change in the curriculum contest. This paper reports the findings of the implementation in teacher education courses. Through the implementation f OBL in the courses of curriculum and teaching, it was found that various factors have contributed to the degree of success in the actual implementation. Although the OBL implementation is at its beginning stage, its rationale and value needs to be recognized by both the teachers and students.

Paper presented at the 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/508b9f3f

2014-12-30