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.
CitationCheng, 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.
- Field experience
- Pre-service teacher education