In view of the recent movement for increasing the schools' involvement in the school experience, the Hong Kong Institute of Education has introduced a new form of school experience in its 4-year full-time Bachelor of education programme. The schools take up a more active and supportive role, which aim to facilitate the development of the student-teachers. During these periods, the schools, the peers and the lecturers have significant influence on the learning experience of the student-teachers. In the programme, the field experience in year 1 includes a one-week attachment period to the kindergarten and a two-week attachment to the primary school. The aim of this paper is to describe the learning experience of the student-teachers during the early stages of the programme. Twenty student-teachers who were randomly sampled from the year 1 cohort were interviewed at the end of their first year of study in the programme. The interview questions were focused to find out the learning experience of the student-teachers in the field experience; the interactions between the student-teachers with their peers; the support that they perceived from the school and the lecturers; their perception about being a primary teacher in school. The findings of the study were interpreted with a sociocultural view of learning which defines learning to teach as influenced by the interactions between the participants of the system including those between student-teachers themselves, those between the student-teachers and the lecturers and those between the school (the teachers, pupils and administrators) and the student-teachers. Implications on teacher education are drawn from the experience and support from the school context to the student-teachers in learning to teach is recommended.
|Publication status||Published - 1999|