Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong

Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong

• Cheng, May M. H. Dept of Education, University of Oxford, Oxford, UK
• Cheng, Annie Y. N. Dept of Science and Environmental Studies, Hong Kong Institute of Education
• Tang, Sylvia Y. F. Dept of Education Policy and Administration, Hong Kong Institute of Education

Journal of Education for Teaching, 36(1), 91-104, 2010

Routledge

2010

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

Student Teaching Teachers -- Training Of Teacher Qualifications Theory & Practice Experiential Learning Knowledge Gap Theory (Communication) Literature -- Study & Teaching Students -- Services For Student Teachers Teacher Education Programme Teaching Strategy Theory-Practice Gap

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The gap between the theory and practice of teaching is an issue of concern in teacher education. Although researching this gap is not new, few studies have been conducted in Hong Kong. It is worth investigating the contemporary Asian models of teacher education that can provide reference to the international literature. This paper examines this theory-practice gap by reporting a study that researched the inconsistencies between student teachers' best teaching strategies and their most commonly employed ones. Specifically, we investigated: (1) the considerations that contribute to the inconsistencies in the student teachers' conceptions of teaching; and (2) the enhancing factors of the teacher education programme which help to close the gap between the theory and practice of teaching. Through examining the interview data, the findings revealed three main dimensions of consideration attributing to the inconsistencies in the conceptions of teaching: pre-training experience, teaching context and student needs. These considerations lead to expansive or constraining impacts on the student teachers' selections of teaching strategies. Influences from the teacher education programme that might close
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607470903462222]

• English

Journal Articles

• 02607476

• 10.1080/02607470903462222

https://bibliography.lib.eduhk.hk/en/bibs/1a6bff79

2010-12-24