期刊論文
Understanding outcome-based education changes in teacher education: Evaluation of a new instrument with preliminary findings
- Understanding outcome-based education changes in teacher education: Evaluation of a new instrument with preliminary findings
- Asia-Pacific Journal of Teacher Education, 41(4), 441-456, 2013
- Abingdon, Great Britain
- Routledge
- 2013
-
- Hong Kong
-
- 1997.7 onwards
-
- 專上教育
- Outcome-based education (OBE) is a current initiative in Hong Kong universities, with widespread backing by governments and standards bodies. However, study of students' perceptions of OBE and validation of understanding these perceptions are lacking. This paper reports on the validation of an OBE-specific instrument and resulting preliminary findings. Instrument responses (n = 89) were analysed using Rasch and exploratory/confirmatory factor analyses. Both approaches identified two dimensions (i.e. evaluation and comparison). Challenges and modifications to the instrument items and their relationships to constructs are discussed. Preliminary findings suggest students did not perceive significant differences between OBE and traditionally organised courses. Lack of explicit discussion of OBE with the students may have denied students the ability to make fully informed evaluations of OBE innovations. Implications for instrument validation and evaluation of initiatives in an OBE context are discussed as is the broader issue of transparency in teacher education curriculum design and implementation.[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/1359866X.2013.787392]
-
- 英文
- 期刊論文
-
- 1359866X
- https://bibliography.lib.eduhk.hk/tc/bibs/cdb05289
- 2014-05-29
最近的期刊論文
Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settings期刊論文
Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies期刊論文
Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefs期刊論文
Examining student, parent, and school factors predicting science achievement using a multilevel approach: The case of Hong Kong from the Program for International Student Assessment 2015期刊論文
Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacher期刊論文
Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, China期刊論文
Exploring predictors of STEM aspirations from a STEM capital perspective期刊論文
English as a foreign language education in East-Asian early childhood education settings: A scoping review期刊論文