Pre-service teachers’ views on their learning in a tripartite field experience model

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Abstract

This paper presents an evaluative study exploring a tripartite field experience model of an initial teacher education programme for enhancing pre-service teachers’ learning. The learning process of the model incorporates campus-based courses, school mentor supports, and activating pre-service teachers’ self-efficacy. A cross-sectional quasi-experimental questionnaire was applied to collect data from 229 pre-service teachers of 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 in their teaching practices. The results show that the model could improve pre-service teachers’ skills in instructional design, assessment strategies, and managing class activities. Copyright © 2012 Published by Elsevier Ltd.
Original languageEnglish
Pages (from-to)4938-4942
JournalProcedia: Social and Behavioral Sciences
Volume46
DOIs
Publication statusPublished - 2012

Citation

Cheng, E. C. K. (2012). Pre-service teachers’ views on their learning in a tripartite field experience model. Procedia: Social and Behavioral Sciences, 46, 4938-4942.

Keywords

  • Field experience
  • Pre-service teacher education

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