Search results for: Cheng May M.H.
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Millennial generation preservice teachers’ intrinsic motivation to become a teacher, professional learning and professional competence
This mixed methods study examined how millennial generation preservice teachers’ intrinsic motivation affects their professional learning in initial teacher education (ITE) and professional competence. The quantitative findings showed interest in teaching and subject taught and self-development and ideal lifestyle as the two aspects of millennial preservice teachers’ intrinsic motivation, and confirmed a significant, positive, mediated effect from preservice teachers’ intrinsic motivation on their perceived professional competence: Subject matter, pedagogical and educational knowledge, via their professional learning in ITE coursework and interaction with others. The qualitative findings showed four underpinning linkages with illustrations from six preservice teacher cases. Implications for ITE are discussed.
Updated: Jun. 16, 2021
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
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
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