Congruence of student teachers' pedagogical images and actual classroom practices

Lena FUNG, Pui Yu Lina CHOW

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19 Citations (Scopus)

Abstract

An understanding of student teachers' pedagogical images plays an important role in helping teacher educators plan learning experiences. The purposes of this study were to obtain a profile of pedagogical images of a group of student teachers, and to assess whether there is congruence between their pedagogical images and classroom practices. Applying the conception of teaching model proposed by Pratt, Chan developed a questionnaire to evaluate teachers' views about teaching, which was modified here and administered to 59 first-year student teachers before and after their teaching practicum in physical education for secondary schools. Results indicated that the student teachers possess a Nurturing image, whereas in actual classroom practices, their approach was a mix between the Apprenticeship and the Transmission approaches. In other words, whereas student teachers conceive themselves as having a more child-centred approach to teaching, in reality, their practices constituted more a teacher-centred approach. The investigators considered that this type of information would be helpful for teacher educators when planning learning experiences. Copyright © 2002 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)313-321
JournalEducational Research
Volume44
Issue number3
DOIs
Publication statusPublished - 2002

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Citation

Fung, L., & Chow, L. P. Y. (2002). Congruence of student teachers' pedagogical images and actual classroom practices. Educational Research, 44(3), 313-321.

Keywords

  • Student teachers
  • Pedagogical images
  • Classroom practice