期刊論文
How does supervision develop students’ professional identity when entering the childcare workforce?: Applying a responsive evaluation approach to guide RUFDATA for the fieldwork placement evaluation of a tertiary early-childhood education programme in Hong Kong
- How does supervision develop students’ professional identity when entering the childcare workforce?: Applying a responsive evaluation approach to guide RUFDATA for the fieldwork placement evaluation of a tertiary early-childhood education programme in Hong Kong
- Journal of Perspectives in Applied Academic Practice, 6(2), 3-12, 2018
- Journal of Perspectives in Applied Academic Practice
- 2018
-
- Hong Kong
-
- 1997.7 onwards
-
- 學前教育
- This paper aims to evaluate the fieldwork placement of a higher diploma programme in early childhood education at the Hong Kong Institute of Vocational Education (IVE). In response to both academic and statutory requirements associated with education ordinances, students must take sufficient supervised fieldwork placement hours throughout the programme to learn to be a Qualified Kindergarten Teacher (QKT). In current institutional evaluative practices, the corresponding department evaluates fieldwork placement quality based on concerns about student and supervisor performance using questionnaires at the end of the semester. However, the evaluation might lose sight of unanticipated outcomes and its intrinsic value when it is too focused on the predetermined evaluation’s objectives. Guided by a responsive evaluation approach, this paper suggests a new form of evaluation concerning stakeholder perspectives on intrinsic value in the programme. Accordingly, it uses the practical tool RUFDATA to frame the evaluation practices under its key categories, namely, reason, use, focus, data, audience, timing and agency. By drawing empirical data from students who have just completed the programs’ fieldwork placement in spring 2017, this qualitative evaluation investigates how fieldwork supervision develops students’ professional identity to prepare them for entry into the childcare workforce in the last fieldwork placement in the programme. Copyright © 2018 Journal of Perspectives in Applied Academic Practice.
-
- 英文
- 期刊論文
-
- 20519788
- https://bibliography.lib.eduhk.hk/tc/bibs/a93f816c
- 2023-11-09
最近的期刊論文
Mathematical ability at a very young age: The contributions of relationship quality with parents and teachers via children's language and literacy abilities期刊論文
Making sense of interdisciplinary general education curriculum design: Case study of common core curriculum at the University of Hong Kong期刊論文
Making the importance of libraries and librarians visible: An international online library skills initiative in response to COVID期刊論文
International perspectives on teacher induction: A systematic review期刊論文
Investigating career-related teacher support for Chinese secondary school students in Hong Kong期刊論文
International education 'here' and 'there': Geographies, materialities and differentiated mobilities within UK degrees期刊論文
Instructional practices and students' reading performance: A comparative study of 10 top performing regions in PISA 2018期刊論文
Intercultural education and sports: Teaching kabaddi in a multicultural setting in Hong Kong期刊論文