How do student teachers develop the ideas of teacher competence during the vocational training programme in Hong Kong context?

Research output: Contribution to journalArticlespeer-review

Abstract

This paper reports the initial findings of a study about the learning process of 17 pre-service kindergarten teachers in a higher diploma programme at a vocational training institute in Hong Kong. The existing literature regards experiential learning as a reflective process that allows student teachers to make new meaning from learning experiences gained during their training. However, these reflective processes lack commonality, and the findings are rarely situated in the context of vocational education. In this regard, empirical data were gathered as evidence of how student teachers develop their ideas of competence in a vocational training programme based on the perspective of Kolb’s experiential learning model. This paper addresses the further implications for programme administrators, institutional fieldwork supervisors and researchers. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)178-193
JournalInternational Journal of Training Research
Volume20
Issue number2
Early online dateNov 2021
DOIs
Publication statusPublished - 2022

Citation

Cheng, T. L. (2022). How do student teachers develop the ideas of teacher competence during the vocational training programme in Hong Kong context? International Journal of Training Research, 20(2), 178-193. https://doi.org/10.1080/14480220.2021.1991435

Keywords

  • Kindergarten teacher education
  • Teacher training
  • Pre-service teacher
  • Vocational education

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