Since the launching of outcome-based learning (OBL) in higher education in Hong Kong, institutional reforms are evident and have aroused various concerns of the stakeholders. The major elements of OBL identified as tile intended learning outcomes, teaching and learning activities and assessments are assumed to be the areas of change in the curriculum contest. This paper reports the findings of the implementation in teacher education courses. Through the implementation f OBL in the courses of curriculum and teaching, it was found that various factors have contributed to the degree of success in the actual implementation. Although the OBL implementation is at its beginning stage, its rationale and value needs to be recognized by both the teachers and students before.
|Published - 2010
Chan, K. S. J., Yu, W. M. F., Lam, T. S. J., Ng, T. S. T., & Chan, K. W. P. (2010, December). Reforming teacher education through outcome-based learning: What are the factors affecting implementation? Paper presented at the 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives, The Hong Kong Institute of Education, China.
- Teacher education
- Outcome-based learning
- Teaching Development Grant (TDG)
- TDG project code: T3327
- Period: TDG 2008-2009
- Teaching Development Grant (TDG) Output