Moving from a personal to a social constructivist view of learning: Implications for support in the student teaching experience

May Hung May CHENG, Wing Mui Winnie SO, Lai Wah WONG-YU, Yuk Ching LEE-MAN

Research output: Contribution to journalArticle

Abstract

Recently, the school and co-operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student-teachers' perspective. The finding reports on the problems perceived by the student-teachers during the student teaching practice and the support provided by the co-operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co-operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student-teachers from a social constructivist view of learning. Copyright © 2003 Nanyang Technological University & National Institute of Education.
Original languageEnglish
Pages (from-to)85-98
JournalAsia Pacific Journal of Education
Volume23
Issue number1
DOIs
Publication statusPublished - Mar 2003

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Teaching
learning
student teacher
teacher
experience
student
teaching practice
social milieu
education
school
Hong Kong

Citation

Cheng, M. M. H., So, W. W. M., Wong Yu, L. W., & Lee Man, Y. C. (2003). Moving from a personal to a social constructivist view of learning: Implications for support in the student teaching experience. Asia Pacific Journal of Education, 23(1), 85-98.