One-day-per-week school attachment: Voices of supporting teachers and year one student teachers
- One-day-per-week school attachment: Voices of supporting teachers and year one student teachers
- Hong Kong
- 1997.7 onwards
- Post-Secondary Education
- The Bachelor of Education (Languages) Programme (BEdL) of the Hong Kong Institute of Education (HKIEd) was first implemented in 2001-02. As an integral part of the programme, the design of the Field Experience curriculum has its own characteristics. In addition to the traditional practice on classroom teaching, ranging from collaborative to independent teaching from Year Two onwards, the programme provides student teachers with opportunities for school visit and attachments through which they can better understand the requirements of language teaching in school contexts. Among all school attachments, the one-day-per-week attachment to a local secondary school in the second semester of Year One has received controversial feedback from various stakeholders. Such feedback reflects diversified considerations from schoolteachers involved about whether they will continue to support similar activities. Based on the feedback received in the past two years, this paper will first synthesize voices of current Supporting Teachers and student teachers of the BEd(L). Then the authors will discuss the effectiveness of such a mode of school attachment in preparing student teachers for classroom teaching. Taking the voices of Supporting Teachers and student teachers into consideration, we hope that this paper could help reveal a comprehensive evaluation of the design, and more important, enhance the quality of Field Experience with a view to forging a closer professional partnership between the Institute and schools.
- Paper presented at the Second Symposium on Field Experience: Partnership in Field Experience, The Hong Kong Institute of Education, Hong Kong.
- Conference Papers
Recent Conference PapersEffects of experience on pre-service kindergarten teachers' attitudes toward the implementation of inclusive education in the Hong Kong vocational education context
Conference PapersUnderstanding gifted students’ self-assessment of career adaptability in Hong Kong: A Rasch analysis of the psychometric properties of CAAS-SF
Conference PapersHelping teachers to teach with corpora: The Corpus-Aided Platform for Language Teachers (CAP)
Conference PapersProblematising the Global North/South binaries: A critical review of the sociological literature of education of ethnic minority students in Hong Kong
Conference PapersThe efficacy of educational apps for teaching in the humanities: Adopting the PICRAT model
Conference PapersCreating a MOOC to assist Non-Chinese Speaking (NCS) undergraduates with the learning of spoken Cantonese: Challenges and solutions
Conference PapersWestern and Asian constructs of multicultural education: The role of caring in addressing Hong Kong’s classroom diversity