Preparing teachers for the profession: Linking theories into practical context

John ELLIOTT, Ming Fai Margaret HUI, Rita Shuk Yin BERRY, Kang Chun CHOI-TSE, Betty Christine ENG, Yuen Mei Ina SIU

Research output: Contribution to conferencePaper

Abstract

This symposium presents four case reports of an action research project conducted by teacher educators to investigate the relationship between teaching within the Hong Kong Institute of Education and the practical context in school classrooms in Hong Kong. Each presenter shares the background, rationale, theoretical framework, research design, modes of inquiry and findings based on data collected from teaching a selected teacher preparation course or in authentic classroom situations. The interactions and reflective dialogue among team members and student-teachers of diversified background have established a collaborative culture in developing effective means of linking theories and beliefs into the practical context of schools. These best practices through action research have formed a sustainable process of inquiry transferable and adaptable to other teacher educators aspired to advance in their professional career.
Original languageEnglish
Publication statusPublished - Apr 2005

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profession
action research
Hong Kong
teacher
educator
classroom
professional career
Teaching
school
student teacher
research planning
best practice
research project
dialogue
interaction
education

Citation

Elliott, J., Hui, M.-F., Berry, R., Choi-Tse. K. , Eng, B. C., & Siu, I. (2005, April). Preparing teachers for the profession: Linking theories into practical context. Paper presented at the Annual Meeting of American Educational Research Association: Demography and Democracy in the Era of Accountability, Montréal, Quebec.

Keywords

  • Teacher Education
  • Teacher Education and Professional Development