Search results for: Cheng Annie Y.N.
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This article investigates the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. The results reveal that all participants agreed that student-centred teaching approaches were the best teaching strategies in both years 1 and 4 of the BEd programme. The findings also indicate that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ conceptions of teaching and learning approaches. The authors present three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches.
Updated: Oct. 25, 2018
Practicalising Theoretical Knowledge in Student Teachers’ Professional Learning in Initial Teacher Education
The current study aimed to investigate the professional learning of student-teachers in Bachelor of Education programmes. The findings suggest a typology of different approaches of practicalising theoretical knowledge which reflect how student-teachers make personal interpretations of theoretical knowledge and develop their own teaching pedgagogies in school contexts. The three approaches to practicalising theoretical knowledge include the Procedural Approach, the Reflective-adaptive approach, and the Reflective-theorising approach. The authors conclude that the different approaches of practicalising theoretical knowledge and suggested ways of maximising professional learning are derived from empirical findings in a programme which tends to put emphasis on professional learning in the higher education context as compared to the school-based context.
Updated: Feb. 10, 2015
Closing the Gap between the Theory and Practice of Teaching: Implications for Teacher Education Programmes in Hong Kong
This article examines the gap between the theory and practice of teaching by reporting a study that researched the inconsistencies between student teachers' best teaching strategies and their most commonly employed ones. Specifically, the authors investigated: (1) the considerations that contribute to the inconsistencies in the student teachers' conceptions of teaching; and (2) the enhancing factors of the teacher education programme which help to close the gap between the theory and practice of teaching. The findings revealed three main dimensions of consideration attributing to the inconsistencies in the conceptions of teaching: pre-training experience, teaching context and student needs.
Updated: Sep. 27, 2010
A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education program. The study explored the student-teachers' epistemological beliefs and conceptions of teaching.
Updated: Mar. 30, 2009