Search results for: Wong Angel K.Y.
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This study that explored student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. The findings demonstrate that the development of competence to work in schools was characterised by deep contextualised learning. The authors argue that student teachers’ development of competence to work in schools entails three facets. First, they need to learn about the organizational dimension of teachers’ work and develop understanding of the micro-political realities of schools. Second, they should develop competence in social capital building which involves soliciting affective and cognitive support through establishing networks with multiple actors in schools. Third, the authors note that expanding one’s repertoire of social strategies helps foster a sense of agency in the face of institutional constraints.
Updated: Mar. 07, 2018
Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education
The current paper reports a mixed-methods study showing the relationship between student teachers’ engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. The results show that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE.
Updated: Sep. 10, 2017
The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education
This study examines the relationship between different types of teaching motivation and (1) various facets of professional competence and (2) planned engagement in future teaching. The findings show the positive association between ‘intrinsic–altruistic motivation constellation’ and selected facets of professional competence. Two major professional orientations of the ‘intrinsic–altruistic motivation constellation’ were identified: (1) student-centred orientation and (2) subject-centred orientation.
Updated: Jul. 18, 2016
Teaching Motivations in Hong Kong: Who Will Choose Teaching as a Fallback Career in a Stringent Job Market?
This study aims to examine the factors that motivate teacher education students to choose teaching as a career in Hong Kong. The results showed altruistic and intrinsic motivations were the most important teaching motivations. These motivations correlated positively with planned teaching engagement. A major new finding of this study is the identification of two distinct types of fallback career. Two factors along this line of reasoning were extracted from our factor analysis. However, although two types of fallback career motivation were identified, only one correlated negatively with planned engagement.
Updated: Mar. 11, 2015