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

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.