Professional learning in initial teacher education: Vision in the constructivist conception of teaching and learning

Professional learning in initial teacher education: Vision in the constructivist conception of teaching and learning

• Tanga, Sylvia Y. F. Dept. of Education Policy and Leadership, Hong Kong Institute of Education
• Wong, Angel K. Y. Dept. of Psychological Studies, Hong Kong Institute of Education
• Cheng, May M. H. Dept. of Science and Environmental Studies, Hong Kong Institute of Education

Journal of Education for Teaching, 38(4), 435-451, 2012

Routledge

2012

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

Student Teachers Teacher Education Professional Development

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a constructivist conception of teaching and learning, and this conception was related to their learning experiences in different aspects of the ITE Programme, including the core components of the formal curriculum, informal and hidden curriculum, field experience and non-local experiences. The qualitative findings added further understanding of the dynamics and complexities of student teachers' development of the constructivist conception through learning in ITE coursework and fieldwork as well as their active construction of the professional artistry of teaching. Implications for enhancing student teachers' professional learning in ITE in support of the constructivist conception of teaching and learning are discussed.
[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/10.1080/02607476.2012.688549]

• English

Journal Articles

• 02607476

• 10.1080/02607476.2012.688549

https://bibliography.lib.eduhk.hk/en/bibs/5d2aa5a6

2014-01-18