Initial teacher education is a vital phase in which the student-teachers acquire the knowledge and skills to become a responsible teacher to promote pupils learning. Research has shown that shifts in teacher concerns is an indication of professional maturity. Hence, investigations on teacher concerns provides a substantial basis for planning and implementing teacher education programmes. The present study aims to portrait the professional maturity of the student-teachers at the exit point of the teacher education programme. The teacher concerns of the student-teachers at the point of graduation of the initial primary teacher education programme is identified through a quantitative study. Follow-up interviews were conducted to find out the influencing factors on the perception of the student-teachers. Drawing from the result, implications on the design of initial and further teacher education programmes are discussed.
|Published - 1999
|International Conference on Teacher Education 1999: Teaching Effectiveness and Teacher Development in the New Century = 教師教育國際學術會議：新世紀的教學效能及教師發展 - The Hong Kong Institute of Education, Hong Kong
Duration: 22 Feb 1999 → 24 Feb 1999
|International Conference on Teacher Education 1999: Teaching Effectiveness and Teacher Development in the New Century = 教師教育國際學術會議：新世紀的教學效能及教師發展
|22/02/99 → 24/02/99