Trainee teachers' perception of their knowledge about expert teaching

Trainee teachers' perception of their knowledge about expert teaching

• Jegede, Olugbemiro Centre for Research in Distance and Adult Learning, Open University of Hong Kong
• Taplin, Margaret Centre for Research in Distance and Adult Learning, Open University of Hong Kong
• Chan, Sing Lai Dept. of Science, Hong Kong Institute of Education

Educational Research, 42(3), 287-308, 2000

Routledge

2000

• M 教師與教師教育
  • ME 教師職責、專業精神與專業紀律
• M 教師與教師教育
  • MA 教師之專業教育

Foreign Countries Knowledge Base For Teaching Knowledge Level Mathematics Teachers Preservice Teachers Science Teachers Expertise Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

The current global movement in the reform of education seems to focus on a number of issues that include standards, quality and teacher preparation. With regard to the latter, while teacher education curricula in most parts of the world attempt to strike a balance between content and professional training, the emerging scenario is that of training expert teachers. Three types of knowledge identified as necessary for expert teaching are content knowledge, pedagogical knowledge and pedagogical content knowledge. For Hong Kong to embark on a satisfactory and effective public education reform, it is essential that its most valuable human resource (i.e. teachers) must be comprehensively and adequately developed. Attention must be paid to both pre-service and in-service to raise an excellent quality-oriented teaching force. Teacher educators and researchers make important and well-informed decisions about what should be included in pre-service and in-service teacher development programmes. However, it is also important to take into account the teachers' own perceptions about the areas in which they feel confident and knowledgeable and those inwhich they do not. One practical avenue of sourcing such information is the teacher in training who is learning to acquire and display expertise. This paper reports on an investigation using a sample of 183 science and mathematics trainee teachers. A 60-item instrument, the Science and Mathematics Expert Teacher Preparation Survey (SMETPS),was developed to gather data on trainee teachers' perceptions of their current knowledge and what they think they need to know to become expert teachers. The data, analysed using both descriptive and inferential statistics, indicated some of the areas in which trainee teachers identified the need for future professional development that would contribute towards expert training. Several issues which emerged from the results are discussed, with reference to implications for current efforts in expert teacher training.
[Copyright of Educational Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/001318800440614]

• 英文

期刊論文

• 00131881

• 10.1080/001318800440614

https://bibliography.lib.eduhk.hk/tc/bibs/33cb9fbe

2010-09-27