Congruence of student teachers' pedagogical images and actual classroom practices

Congruence of student teachers' pedagogical images and actual classroom practices

• Fung, Lena Dept. of Physical Education, Hong Kong Baptist University
• Chow, Lina P. Y. Dept. of Physical Education and Sports Science, Hong Kong Institute of Education

Educational Research, 44(3), 313-321, 2002

Routledge

2002

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

Congruence (Psychology) Educational Philosophy Educational Practices Foreign Countries Secondary Education Student Teachers Teaching Methods Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

An understanding of student teachers' pedagogical images plays an important role in helping teacher educators plan learning experiences. The purposes of this study were to obtain a profile of pedagogical images of a group of student teachers, and to assess whether there is congruence between their pedagogical images and classroom practices. Applying the conception of teaching model proposed by Pratt, Chan developed a questionnaire to evaluate teachers' views about teaching, which was modified here and administered to 59 first-year student teachers before and after their teaching practicum in physical education for secondary schools. Results indicated that the student teachers possess a Nurturing image, whereas in actual classroom practices, their approach was a mix between the Apprenticeship and the Transmission approaches. In other words, whereas student teachers conceive themselves as having a more child-centred approach to teaching, in reality, their practices constituted more a teacher-centred approach. The investigators considered that this type of information would be helpful for teacher educators when planning learning experiences.
[Copyright of Educational Research is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/0013188022000031605 ]

• English

Journal Articles

• 00131881

• 10.1080/0013188022000031605

https://bibliography.lib.eduhk.hk/bibs/bc24e65f

2010-11-24