Understanding teaching professional development during the field experience period using a socio-cultural view of learning

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Abstract

The field experience component in the four-year Bachelor of Education programme (Primary) at The Hong Kong Institute of Education offers a number of opportunities for students to observe or teach in a school. The aim of this paper is to analyse the learning of the student teachers and the supporting teachers during the field experience period in the second and the final years of the programme and to explain this using a socio-cultural view of learning. Student teachers and their supporting teachers in their second year of study in 1999-2000 as well as those in their final year of study in 2001-2002 were interviewed. The findings illustrate how supporting teachers and the lecturers can act as agents and describes their use of mediational means including teaching resources, and information about pupils’ abilities and habits, in facilitating the learning of the student teachers. The findings also compare the sharing of intent between the lecturers and the supporting teachers. The professional development of the student teachers and the supporting teachers is then analysed with a plane of participatory appropriation which is characterized by its dynamic nature and changes among the participants. Finally, the paper summarizes suggestions on how professional development of the student teachers during the field experience may be analysed by adopting a socio-cultural view of learning. Drawing on the analysis, the paper concludes with implications on ways to facilitate the learning of the student teachers during the field experience period.
Original languageEnglish
Publication statusPublished - 2003

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student teacher
Teaching
learning
teacher
experience
university teacher
bachelor
habits
Hong Kong
pupil
education
ability
resources
school
student

Citation

Cheng, M. M.-H. (2003, October). Understanding teaching professional development during the field experience period using a socio-cultural view of learning. Paper presented at the Second Symposium on Field Experience: Partnership in Field Experience, The Hong Kong Institute of Education, China.