The roles of supervised teaching practice and peer observation in teacher education in Hong Kong: Implications for partnership

The roles of supervised teaching practice and peer observation in teacher education in Hong Kong: Implications for partnership

• Sivan, Atara Dept of Education Studies, Hong Kong Baptist University
• Chan, Dennis W. K. Dept of Education Studies, Hong Kong Baptist University

Teacher Development, 13(3), 251-266, 2009

Routledge

2009

• M 教師與教師教育
  • MA 教師之專業教育

Student Teachers Teaching Learning Career Development Teachers -- Training Of China Onsite Peer Observation Partnership Supervised Teaching Practice Teacher Education

• Hong Kong

• 1997.7 onwards

• 專上教育

This paper examines the views of student teachers in Hong Kong on two mechanisms - supervised teaching practice and onsite peer observation (OPO) - which involve school-university partnership. Data were collected by using self-administered questionnaires (n = 59) and semi-structured interviews (n = 40). Results of the study indicated that student teachers regarded the two mechanisms as contributing to their learning and professional development. However, they highlighted a lack of school support for conducting OPO. Findings are discussed with reference to existing models of school-university partnership pointing to the possible existence of some aspects of a university-led model in which the university takes a dominant role in teacher education. Recommendations are made to formalise the operation of OPO in schools and to initiate a dialogue and cooperation between the participating parties involved in OPO so as to better facilitate student teachers' learning within a supportive school-university partnership.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530903335590]

• 英文

期刊論文

• 13664530

• 10.1080/13664530903335590

https://bibliography.lib.eduhk.hk/tc/bibs/5f40993b

2011-01-21