The focus of the present study is on student-teacher development as reflected by their perceived teacher competence. The instrument measures the student-teacher's perception on his/her abilities and skills and has been tested as reliable in the pilot study in June, 1995. The indicators of the instrument are divided into four domains, viz. Classroom, School, Community and Professional. In the pilot study, student teachers are found to be very optimistic about their performance while replicates findings in other studies (Weinstein, 1982). The subjects of the present study are the final year students of the Certificate in Primary Education (Chinese) (2-year Full-time) Course. We aim to capture the difference in their perception before and after their teaching practice in Novemeber, 1995. Findings reveal that student-teachers tend to perceive themselves as more competent before the teaching practice. A strong influence of the personal factor of the student teacher in the perception of competence is shown. Implications for teacher education programmes are identified and the paper concludes with inspirations for further study. Copyright © 1996 香港中文大學香港教育研究所.
|Journal||Journal of Primary Education|
|Publication status||Published - May 1996|
CitationSo, W.-M., Cheng, M.-H., & Tsang, C.-L. (1996). An impact of teaching practice: Perceptions of teacher competence among student-teachers. Journal of Primary Education, 6(1/2), 45-56.
- Student teacher
- Teaching practice
- Perceived teacher competence
- Alt. title: 教師實習對師範生自覺教師勝任度的影響