Moving from a personal to a social constructivist view of learning: Implications for support in the student teaching experience

Moving from a personal to a social constructivist view of learning: Implications for support in the student teaching experience

• Cheng, May Hung May The Hong Kong Institute of Education
• So, Wing mui Winnie The Hong Kong Institute of Education
• Wong-Yu, Lai Wah The Hong Kong Institute of Education
• Lee-Man, Yuk Ching The Hong Kong Institute of Education

Asia Pacific Journal of Education, 23(1), 85-98, 2003

Routledge

2003

• 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

Recently, the school and co-operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student-teachers' perspective. The finding reports on the problems perceived by the student-teachers during the student teaching practice and the support provided by the co-operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co-operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student-teachers from a social constructivist view of learning.
[Copyright © Nanyang Technological University & National Institute of Education.]

• 英文

期刊論文

• 02188791

https://bibliography.lib.eduhk.hk/tc/bibs/486ec667

2015-11-05