Becoming a teacher: The concerns of pre-service teachers

Research output: Contribution to journalArticle

Abstract

Elsewhere, serious research attention has been paid to the needs and concerns of beginning teachers so that rational efforts can be expanded to optimize the benefits of teacher education programs for supporting and reinforcing those teachers’ professional development. Hong Kong researchers, however, have yet to place a premium on collecting and analyzing those teacher needs and concerns. The authors perceived the research need and had conducted a study that involved the administration of a questionnaire to 500 final year student teachers and interviews with 19 student teachers. The principal findings are that the student teachers in Hong Kong were at the stage of task concerns and had begun to realize the importance of academic impact concern, that they stressed more on impact concerns with regard to the role of a primary teacher and on task concerns when they considered the daily assignments of a teacher, and that the female student teachers were more concerned with student discipline and welfare than the male counterparts. Copyright © 2002 The Hong Kong Institute of Education.
Original languageEnglish
Pages (from-to)41-57
JournalAsia-Pacific Journal of Teacher Education & Development
Volume5
Issue number1
Publication statusPublished - Mar 2002

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Citation

Cheng, M. M. H., & So, W. W. M. (2002). Becoming a teacher: The concerns of pre-service teachers. Asia-Pacific Journal of Teacher Education & Development, 5[Special 1], 41-57.