This action learning project aimed to enhance the quality of learning effected in the Co-operating Teacher Scheme (CTS). This is a scheme that puts an increased demand for the school teachers' support when compared to traditional teaching practices. The project was designed with the purpose of enhancing the quality of learning by improving (i) the psychological preparation of the student-teachers towards the teaching practice, and (ii) the quality of guidance provided by the Co-operating Teachers. An intervention that included training sessions for the Co-operating Teachers was organised. The sessions included an introduction of recent educational theories; classroom observation skills, basic counseling skills and the background of the teacher education programme. In evaluating the effectiveness of the intervention, student-teachers were interviewed after their teaching practice in the CTS. In addition, the student-teachers were asked to record their conversations with the Co-operating Teachers in checklists and write journals during the teaching practice period. The findings from the checklists and the interviews reflected that the Co-operating Teachers who have attended the training sessions have offered quality support to the student-teachers. The trained Co-operating Teachers have made better use of different opportunities in the school to discuss with the student-teachers. They are more likely to help the student-teachers in their lesson preparation and provide psychological support at any convenient time. The support and suggestions provided by the trained Co-operating Teachers were more diversified and were more concrete. Copyright © 2001 Action Learning Project.
|Title of host publication||Further case studies of improving teaching and learning from the Action Learning Project|
|Editors||David KEMBER, Sally CANDLIN, Louisa YAN|
|Place of Publication||Hong Kong|
|Publisher||Action Learning Project|
|Publication status||Published - 2001|
CitationCheng, M. H. M., Kong, S. C., So, W. M. W., Chow, P. Y., Lee Man, Y. C., & Wong Yu, L. W. (2001). Enhancing the quality of learning effected in the co-operating teacher scheme. In D. Kember, S. Candlin, & L. Yan (Eds.), Further case studies of improving teaching and learning from the Action Learning Project (pp. 251-263). Hong Kong: Action Learning Project.
- Teacher Education
- Teacher Education and Professional Development