Becoming a teacher: A study of pre-service teachers' concerns

Becoming a teacher: A study of pre-service teachers' concerns

• Cheng, May Hung May The Hong Kong Institute of Education
• So, Wing mui Winnie The Hong Kong Institute of Education
• Tsang, Chiao Liang Joseph The Hong Kong Institute of Education

2000

International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century (2000: Hong Kong Institute of Education, Hong Kong, China)

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

• Hong Kong

• 1997.7 onwards

• 專上教育

Learning to teach is seen as a continuous process. Graduation from the initial teacher education programme is thus the first stage on which further professional developments are based. Studies have shown that shifts in teacher concerns are an indication of professional maturity. Therefore, investigations into teacher concerns provide a substantial basis for planning and implementing teacher education programmes. The present study aims to portray the professional development of Hong Kong pre-service primary teachers at the exit point of the pre-service teacher education programme. Measurements of teacher concerns of the student-teachers at the point they graduated from the programme were made. Follow-up interviews were conducted to find out the influencing factors that affect the perception of the student-teachers. The paper concludes by drawing on the implications of the findings on the design of the initial and further teacher education programmes.
[Copyright © 2000 The Hong Kong Institute of Education.]

Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/f9394254

2015-07-29