How do student teachers develop the ideas of teacher competence during the vocational training programme in Hong Kong context?

How do student teachers develop the ideas of teacher competence during the vocational training programme in Hong Kong context?

• Cheng, Tak Lai Lancaster University

International Journal of Training Research, 20(2), 178-193, 2022

Routledge

2022

• Q Philosophy of Education, Educational System & School At Different Levels
  • QF Vocational & Technical Education

Kindergarten Teacher Education Teacher Training Pre-service Teacher Vocational Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper reports the initial findings of a study about the learning process of 17 pre-service kindergarten teachers in a higher diploma programme at a vocational training institute in Hong Kong. The existing literature regards experiential learning as a reflective process that allows student teachers to make new meaning from learning experiences gained during their training. However, these reflective processes lack commonality, and the findings are rarely situated in the context of vocational education. In this regard, empirical data were gathered as evidence of how student teachers develop their ideas of competence in a vocational training programme based on the perspective of Kolb’s experiential learning model. This paper addresses the further implications for programme administrators, institutional fieldwork supervisors and researchers. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 14480220

• 10.1080/14480220.2021.1991435

https://bibliography.lib.eduhk.hk/bibs/ce9bec75

2023-11-09