Pre-service teacher’s views on their leaning in a tripartite field experience model

Research output: Contribution to conferencePaper

Abstract

This paper presents an evaluative study of exploring a tripartite field experience model of an initial teacher education programme for enhancing pre-service teacher learning. The learning process of the model incorporates campus-based courses, school mentor support and activation of the pre-service teachers’ self-efficacy. A cross-sectional quasi-experimental questionnaire was applied to collect data from 229 pre-service teachers at the biggest teacher education institute in Hong Kong. A structural equation model was applied to explore the relationships between the learning process and their learning outcomes as part of their teaching practices. The results show that the model is able to improve pre-service teachers’ skills in terms of instructional design, assessment strategies and managing class activities.
Original languageEnglish
Publication statusPublished - 2012

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teacher
experience
learning process
structural model
teaching practice
activation
learning
self-efficacy
Hong Kong
education
questionnaire
school

Citation

Cheng, C. K. E. (2012, February). Pre-service teacher’s views on their leaning in a tripartite field experience model. Paper presented at the 4th World Conference on Educational Sciences, University of Barcelona, Spain.

Keywords

  • Field experience
  • Pre-service teacher education
  • Teaching Development Grant (TDG)
  • TDG project code: T0071
  • Period: TDG 2009-2010
  • Teaching Development Grant (TDG) Output