Pre-service teachers’ views on their learning in a tripartite field experience model

Pre-service teachers’ views on their learning in a tripartite field experience model

• Cheng, Chi Keung Eric The Hong Kong Institute of Education

Procedia: Social and Behavioral Sciences, 46, 4938-4942, 2012

Elsevier BV

2012

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Field Experience Pre-Service Teacher Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper presents an evaluative study exploring a tripartite field experience model of an initial teacher education programme for enhancing pre-service teachers’ learning. The learning process of the model incorporates campus-based courses, school mentor supports, and activating pre-service teachers’ self-efficacy. A cross-sectional quasi-experimental questionnaire was applied to collect data from 229 pre-service teachers of the biggest teacher education institute in Hong Kong. A structural equation model was applied to explore the relationships between the learning process and their learning outcomes in their teaching practices. The results show that the model could improve pre-service teachers’ skills in instructional design, assessment strategies, and managing class activities.
[Copyright © 2012 Published by Elsevier Ltd.]

• English

Journal Articles

• 18770428

https://bibliography.lib.eduhk.hk/bibs/5ba69c89

2015-11-05