Understanding teacher professional development during the field experience period using a sociocultural view of learning

Understanding teacher professional development during the field experience period using a sociocultural view of learning

• Cheng, May May Hung Hong Kong Institute of Education

Teacher Development, 9(3), 347-368, 2005

Routledge

2005

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

Preservice Teacher Education Foreign Countries Educational Opportunities Professional Development Student Teacher Attitudes Field Experience Programs Teaching Experience Interviews Comparative Analysis Sociocultural Patterns Longitudinal Studies Teacher Education Programs Program Descriptions Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The field experience component in the four year Bachelor of Education programme (Primary) at The Hong Kong Institute of Education offers a number of opportunities for students to observe or teach in a school. The aim of this article is to analyse the learning of the studentVteachers and the supporting teachers during the field experience period in the second and the final years of the programme and to explain this learning using a sociocultural view of learning. StudentVteachers and their supporting teachers in their second year of study in 1999-2000 as well as those in their final year of study in 2001-02 were interviewed. The findings describe the professional development of the studentVteachers and the construction of knowledge in teaching. The article analyses the role of supporting teachers as social agents, and describes their use of mediational means, including teaching resources, and information about pupils abilities and habits, in facilitating the learning of the studentVteachers. The findings also compare the sharing of aims between the lecturers and the supporting teachers. Finally, the paper summarizes suggestions on how professional development of the student-teachers during the field experience may be analysed by adopting a sociocultural view of learning.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530500200259 ]

• English

Journal Articles

• 13664530

• 10.1080/13664530500200259

https://bibliography.lib.eduhk.hk/en/bibs/51ee6753

2010-09-27