Changing conceptions of teaching: A four-year learning journey for student teachers

Changing conceptions of teaching: A four-year learning journey for student teachers

• Cheng, Yan Ni Annie The Hong Kong Institute of Education
• Tang, Yee Fan Sylvia The Hong Kong Institute of Education
• Cheng, May Hung May The Hong Kong Institute of Education

Teachers and Teaching: Theory and practice, 2015

Routledge

2015

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Conception of Teaching Student Teachers Pre-service Teachers Initial Teacher Education Learning Approach Teaching Practices

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Understanding student teachers’ development of conceptions of teaching and learning is critical for teacher educators. Drawing from the findings of a four-year longitudinal study in Hong Kong, this paper examines the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. Three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches, are presented. The results suggest that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ trajectories. This study adds to the international body of knowledge on the interconnected development of conceptions of teaching and learning approaches. The paper concludes with the implications for teacher education.
[Copyright © 2015 Taylor & Francis.]

• English

Journal Articles

• 13540602

https://bibliography.lib.eduhk.hk/bibs/8fbbd3c6

2015-09-22