http://dx.doi.org/10.1080/13664530903335590">
 

Document Type

Journal Article

Department/Unit

Department of Education Studies

Title

The roles of supervised teaching practice and peer observation in teacher education in Hong Kong: Implications for partnership

Language

English

Abstract

This paper examines the views of student teachers in Hong Kong on two mechanisms - supervised teaching practice and onsite peer observation (OPO) - which involve school-university partnership. Data were collected by using selfadministered questionnaires (n = 59) and semi-structured interviews (n = 40). Results of the study indicated that student teachers regarded the two mechanisms as contributing to their learning and professional development. However, they highlighted a lack of school support for conducting OPO. Findings are discussed with reference to existing models of school-university partnership pointing to the possible existence of some aspects of a university-led model in which the university takes a dominant role in teacher education. Recommendations are made to formalise the operation of OPO in schools and to initiate a dialogue and cooperation between the participating parties involved in OPO so as to better facilitate student teachers' learning within a supportive school-university partnership. © 2009 Teacher Development.

Keywords

Onsite peer observation, Partnership, Student teachers, Supervised teaching practice, Teacher education

Publication Date

2009

Source Publication Title

Teacher Development

Volume

13

Issue

3

Start Page

251

End Page

266

Publisher

Taylor & Francis

ISSN (print)

13664530

ISSN (electronic)

17475120

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