A study of collaborative teaching among student teachers during supported teaching practice at the Hong Kong Institute of Education

1996 ◽  
Author(s):  
Wai-kwan, Alice Chow
Keyword(s):  
Hong Kong ◽  
Student Teachers ◽  
Teaching Practice ◽  
Collaborative Teaching

scholarly journals Incorporating Collaborative Teaching in Student- Teacher Education

2020 ◽  
pp. 1-9
Author(s):  
Omnia Nabih Othman
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
Experimental Treatment ◽  
Collaborative Teaching ◽  
Control Group ◽  
Traditional Teaching ◽  
Practice Experience ◽  
Group 15 ◽  
Before And After ◽  
Senior Students

The aim of this study was to investigate the effect of collaborative teaching on student teachers’ education and how it could be used to improve the teaching practice experience. The design of the study was experimental. The sample of the study was 30 senior students in the Applied Linguistics Department. They were divided into a control group (15 students) who used the traditional teaching practice model and an experimental group (15 students) who used the collaborative teaching model. Their performance was observed before and after the experimental treatment. The results of the study showed that collaborative teaching was more effective in developing students’ teachers professionally.

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

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