Becoming a teacher: The concerns of pre-service teachers

Becoming a teacher: The concerns of pre-service teachers

• Cheng, May Hung May The Hong Kong Institute of Education
• So, Wing mui Winnie The Hong Kong Institute of Education

Asia-Pacific Journal of Teacher Education & Development, 5(1), 41-57, 2002

2002

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

• Hong Kong

• 1997.7 onwards

• Primary Education

Elsewhere, serious research attention has been paid to the needs and concerns of beginning teachers so that rational efforts can be expanded to optimize the benefits of teacher education programs for supporting and reinforcing those teachers’ professional development. Hong Kong researchers, however, have yet to place a premium on collecting and analyzing those teacher needs and concerns. The authors perceived the research need and had conducted a study that involved the administration of a questionnaire to 500 final year student teachers and interviews with 19 student teachers. The principal findings are that the student teachers in Hong Kong were at the stage of task concerns and had begun to realize the importance of academic impact concern, that they stressed more on impact concerns with regard to the role of a primary teacher and on task concerns when they considered the daily assignments of a teacher, and that the female student teachers were more concerned with student discipline and welfare than the male counterparts.
[Copyright © 2002 The Hong Kong Institute of Education.]

• English

Journal Articles

• 10290699

https://bibliography.lib.eduhk.hk/en/bibs/5e6af814

2015-11-05