The current study was based on the Integrated Field Studies (IFS) course of an in-service Bachelor programme in early childhood education in Hong Kong. This qualitative study aims to examine how the supervisors and their students could work together through their experience of teaching and learning in the IFS course to facilitate the professional growth of each other. Data was collected through interviews and course documents. The findings showed that the IFS course was characterized by four features: 1) the focus on individual student’s area of interest for investigation; 2) students being perceived as active learners; 3) an opportunity for a continual and practical research experience; and 4) the provision of an interactive learning environment.
|Publication status||Published - 2011|