The genesis of an institute-school partnership in initial teacher education: Illustration from the development of the honorary teaching adviser scheme in an initial teacher education programme

The genesis of an institute-school partnership in initial teacher education: Illustration from the development of the honorary teaching adviser scheme in an initial teacher education programme

• Tang, Yee Fan Sylvia The Hong Kong Institute of Education
• Yu-Wu, Yuet Wah Ruth The Hong Kong Institute of Education
• So, Kwok Sang The Hong Kong Institute of Education
• Chow, Wai Kwan Alice The Hong Kong Institute of Education

2000

British Educational Research Association (BERA) Annual Conference 2000 (2000: Cardiff University, England)

• M 教師與教師教育
  • MA 教師之專業教育

• Hong Kong

• 1997.7 onwards

• 專上教育

The development of institute-school partnership to facilitate the implementation of the field-based component of initial teacher education programme has been a dominant theme in teacher education. This paper outlines the development of the Honorary Teaching Adviser Scheme of an initial teacher education programme for cultural and technology subject teachers of secondary schools in Hong Kong. It presents the process of how inputs from a cross-section of stakeholders are integrated in the development of the Scheme. The integration is done through consultation and collaboration between the teacher education institution and the school community. Consulting different groups of stakeholders lays the ground for the introduction of the Scheme. The stakeholders include academics from different departments of the teacher education institution, academics from local and overseas higher education institutions as well as principals and teachers of the school community. Collaboration is done through inviting members of the school community to work on piloting the Scheme before its full implementation. Insights gained from consultation and piloting the Scheme inform its further development. The attempts on consultation and collaboration represent a move from a unidimensional model of institute-school partnership to some form of complementarity (Bines & Welton, 1995). Such development involves a complex process of managing change and redefining roles and responsibilities of higher education and school personnel in initial teacher education.

Paper presented at British Educational Research Association (BERA) Annual Conference 2000

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/23e12119

2015-04-15