Journal Articles
How does supervision develop students’ professional identity when entering the childcare workforce?: Applying a responsive evaluation approach to guide RUFDATA for the fieldwork placement evaluation of a tertiary early-childhood education programme in Hong Kong
- How does supervision develop students’ professional identity when entering the childcare workforce?: Applying a responsive evaluation approach to guide RUFDATA for the fieldwork placement evaluation of a tertiary early-childhood education programme in Hong Kong
- Journal of Perspectives in Applied Academic Practice, 6(2), 3-12, 2018
- Journal of Perspectives in Applied Academic Practice
- 2018
-
- Hong Kong
-
- 1997.7 onwards
-
- Pre-Primary Education
- This paper aims to evaluate the fieldwork placement of a higher diploma programme in early childhood education at the Hong Kong Institute of Vocational Education (IVE). In response to both academic and statutory requirements associated with education ordinances, students must take sufficient supervised fieldwork placement hours throughout the programme to learn to be a Qualified Kindergarten Teacher (QKT). In current institutional evaluative practices, the corresponding department evaluates fieldwork placement quality based on concerns about student and supervisor performance using questionnaires at the end of the semester. However, the evaluation might lose sight of unanticipated outcomes and its intrinsic value when it is too focused on the predetermined evaluation’s objectives. Guided by a responsive evaluation approach, this paper suggests a new form of evaluation concerning stakeholder perspectives on intrinsic value in the programme. Accordingly, it uses the practical tool RUFDATA to frame the evaluation practices under its key categories, namely, reason, use, focus, data, audience, timing and agency. By drawing empirical data from students who have just completed the programs’ fieldwork placement in spring 2017, this qualitative evaluation investigates how fieldwork supervision develops students’ professional identity to prepare them for entry into the childcare workforce in the last fieldwork placement in the programme. Copyright © 2018 Journal of Perspectives in Applied Academic Practice.
-
- English
- Journal Articles
-
- 20519788
- https://bibliography.lib.eduhk.hk/bibs/a93f816c
- 2023-11-09
Recent Journal Articles
Use of digital tools by English language schoolteachersJournal Articles
Understanding and planning for informal learning space development: A case study in Hong KongJournal Articles
Tian Shi (Timing) Di Li (Context) Ren He (Human capital): A new theoretical framework for analyzing the implementability of imported early childhood practices and making a case for a hybrid modelJournal Articles
The structure of interpersonal teacher behaviour in Hong Kong secondary schoolsJournal Articles
The perspective of new managerialism on changes in Hong Kong's self-financing post-secondary education institutions: Progress, challenges and outlookJournal Articles
The impact of e-learning technologies on entrepreneurial and sustainability performanceJournal Articles
The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19Journal Articles
The complexities of mathematical knowledge and beliefs within initial teacher education: An analysis of three casesJournal Articles