This programme aims to prepare our students to become outstanding primary school teachers who:
On completion of the programme, General Studies students are expected to be able to:
On completion of the programme, Mathematics students are expected to be able to:
|Domain||Credit Points (cps)|
|Major (including an Interdisciplinary Course and Research Methods)||42 cps|
|General Education||22 cps|
|Final Year Project ( Honours Project / Capstone Project)||3 cps|
|Electives (including Free Electives, Minor or Second Major)||30 cps|
|Field Experience||20 cps|
|Language Enhancement||9 cps|
Note: Classes will be held in Tai Po Campus and Tseung Kwan O Study Centre / Kowloon Tong Satellite Study Centre / Sports Centre as decided by the University.
This is the key building block for teacher professional competence with a well-developed sequence of academic contents that gradually increases in depth and complexity. Students will study one major subject from the following:
Education Studies gives students the chance to study teaching and learning from an interdisciplinary perspective. Students will study early childhood/school education from psychological, sociological, philosophical, pedagogical and other perspectives. Students will develop a range of skills necessary for professional practice, such as problem solving, critical thinking, creativity, communication, social interaction, ethical decision making and global perspectives. Education Studies helps students appreciate the importance of professional excellence, ethical responsibility and innovation to the role of a teacher. We aim for our graduates to become beginning teachers who are caring and competent, intellectually enthusiastic, socially committed, and globally aware.
The EdUHK’s General Education programme prepares students to be active agents of change, by broadening their intellectual horizons, helping them make connections among different areas of knowledge and between their formal studies and life outside the classroom, and strengthening their capacity for sound thinking and good judgement. It offers a varied but balanced mix of individual courses across a range of subject areas and disciplines, set within an integrated structure of (i) General Education Foundation Course, (ii) Experiential Learning, (iii) General Education Breadth Courses, and (iv) University ePortfolio with a total of 22 credit points (cps).
General Education Foundation Course (GEFC) is a 4-cp course that will run in Semesters 1 and 2, and will be taken by all first-year students at EdUHK. In view of the fact that Year 1 students usually lack the writing, thinking, presentation and research (inquiry) skills required for further academic pursuits, the 4-cp GEFC will build in a new 1 credit point skill-based development/ thematic course to equip them better for their intellectual development in the university context in Year 1 Semester 1. In Semester 2 of Year 1, students are still required to take part in the 3-cp GEFC lectures delivered by Chair Professors/ Professors and external Guest Lecturers on a wide variety of topics/ themes/ issues focusing on the domains of humanities, social sciences, science and environment as what have been practiced in recent years. These lectures are substantiated by small class tutorials for the purpose of building communities of dialogue and inquiry that foster the intellectual growth of students as reflective thinkers deliberating issues of importance to their own lives, to society and to the world as a whole.
Experiential Learning (EL) is composed of a 3-cp Co-curricular Service Learning Course (CSLC) and a 3-cp Experiential Learning Course (ELC) which will be offered by departments under the GE domain. Students have to take one of each component for fulfilling the EL (6 cps) requirement.
The 3-cp CSLC provides students with an opportunity to engage in learning in action and through co-curricular learning activities with direct service elements in real-life or work-place context while complementing, connecting with, and mirroring their learning experiences derived from formal curriculum. The 3-cp ELC encourages students to learn through experimentation, observation, reflection and (re-) conceptualization while undertaking a wide variety of activities, such as creative work, field studies, projects, thematic overseas trips, outward-bound training etc. These courses enrich students’ learning experiences and skills through learning, thinking and reflecting on practice, in practice and for practice, while exposing them to authentic and real-life contexts.
CSLCs and ELCs will be made available for all undergraduate students, expect final year students of non-BEd programmes.
Under the new curriculum (from 2019/20 onwards), the General Education Breadth Courses (GEBCs) (9 cps) are composed of General Education Breadth Learning Strands (1-3) (GELS) (Level 1-2), Positive and Values Education (PAVE) Course and General Education Interdisciplinary Course (GEIC) (Level 4), students have to take one of each component for fulfilling the GEBCs (9 cps) requirement.
These courses aim to equip students better for the study of the ontological, epistemological and/or methodological issues in a wide variety of disciplines. Side by side with these existing components, a new 3-cp GEIC (Level 4) will be offered on cross-faculty and/ or cross-departmental basis for students from Year 2 Semester 2 to Year 3, in order to enable them to appreciate the complexity of issues and problems that transcend disciplinary boundaries and make sense of them through dialogues across or integration of disciplines.
Students are allowed to take GELS and PAVE Course after the completion of GEFC or concurrently with GEFC in Year 1 Semester 2 if they are interested and their curriculum schedules allow. After the completion of any GELS or PAVE Course, students are allowed to take the GEIC from Year 2 Semester 2 to Year 3 Semester 1.
After the completion of these courses, students will take a 3-cp course at Consolidation Level to complete their University ePortfolios normally before the final year. Based on their on-going evidence-based reflections on learning since Year One through Years Two-Three/Four, students are required to complete the construction of their University ePortfolios that are made up of the artifacts and evidence derived from a wide variety of learning experiences (e.g. Language Enhancement, GEFC, GELS, PAVE Course and GEIC, Majors, Minors/Electives, Field Experience/Internship, Exchange Programme, CSLCs, ELCs etc.). It provides an intellectual platform for students to synthesize their learning experiences garnered from the academic journey at the EdUHK by critically reflecting on the values and significance of what they have learned, making connections to their lives, and charting or imagining their own future.
Students are allowed to take University ePortfolio after the completion of all General Education Breadth Courses required. Normally, students are expected to complete their University ePortfolios in the year before the final year. Also, they have to take the University ePortfolio in the year of study assigned by individual programmes.
For detailed information and the course synopsis about General Education courses, please contact General Education Office at firstname.lastname@example.org.
Student will complete either an Honours Project or a Capstone Project in the final year of study.
Student can choose either one of the following options:
Students will be placed in schools which are important sites for learning to teach and where they will interpret, generate, interact and experiment with theory:
|Year 2 Semesters 1 & 2||Start with an introduction (FE Foundation Course with 3 cps) to the teaching profession. Students will be guided and supported by a professional tutor to understand the roles and expectations of a teacher and build one’s own identity and mission, whilst adapting to the changing role from a student to a teacher.|
|Year 3 Semester 2||Conduct Block Practice I in schools (5 cps) for 8 weeks, accompanied by the taught course of FE and Professional Learning Portfolio I (2 cps) in form of small-group tutorials that support students’ active engagement in the Field Experience and help them to connect theory and practice. Through group and individual guidance, students will produce an e-portfolio which is a collection of evidence of their learning to support reflection and professional growth.|
|Year 5 Semester 1||Conduct Block Practice II in schools (7 cps) for 8 weeks, accompanied by the taught course of FE and Professional Learning Portfolio II (3 cps) in form of small-group tutorials and individual guidance that enhance students’ understanding of the schools and the role of a teacher as a caring cultivator, an inspirational co-constructor and a committed role model for students. They will further develop their e-portfolio for more in-depth reflection and records of their professional development.|
Block Practice will be conducted in schools which use Cantonese / English (English language teaching) / Putonghua (Chinese language teaching in some schools) as medium of instruction. Students should be able to demonstrate a proficient level of Cantonese / English / Putonghua (in some schools) to conduct Block Practice.
Important Note: The University will ask students of our full-time teacher education programmes (e.g. Bachelor of Education programmes) to declare whether they have been convicted of or are being prosecuted for any sex-related offence in Hong Kong or elsewhere, and to provide relevant details prior to undertaking teaching practice. Such information may be released to their placement schools. The University reserves the right not to allow these students to attend the block teaching practice. If so, they won't be able to meet the graduation requirements of the programmes.
From September 2012-13, FT BEd non-language-major students will be required to meet Language Exit Requirements (LERs) for English and Putonghua. The exit benchmarks are IELTS 6.0 (or equivalent) for English, and PSC (Putonghua Shuiping Ceshi) 3B for Putonghua. Students are required to study a comprehensive package of English, Chinese and Putonghua enhancement courses.
English Enhancement Programme (EEP) consists of two credit-bearing courses in Year 1/2. These courses will equip students with academic literacy, reading and writing skills essential to their study at tertiary level. They will also lay the foundation for students to learn English independently in subsequent years through participation in self-access learning activities, blended learning, and optional language enhancement courses appropriate to their level and developmental needs. In addition, students will be required to study two mandatory non-credit-bearing courses which are for their preparation for English language tests. Optional IELTS preparation workshops will also be offered to familiarize students with the EdUHK-sponsored IELTS (once only) after they have completed the EEP.
Students are also required to study three Chinese enhancement courses, and up to two Putonghua enhancement courses depending on their level.
Chinese Enhancement Programme (CEP) consists of one mandatory credit-bearing course and two mandatory non-credit-bearing courses, which provide students with the input on Chinese language skills as well as elements of literature and culture.
Students may be exempted from selected Chinese course in the package if they have fulfilled the exemption criteria of individual course.Putonghua Enhancement Programme (PEP)
Students have to take up to two mandatory, non-credit-bearing courses depending on their Putonghua levels at entry via the Tertiary Putonghua Test (TPT), and could opt for other non-credit-bearing Putonghua enhancement courses after Year 1.
Students may be exempted from selected Putonghua courses in the package if they have fulfilled the exemption criteria of individual courses.Cantonese Enhancement Courses (For non-Cantonese-speaking Chinese students)
Non-Cantonese-speaking Chinese students will be required to study two non-credit-bearing Cantonese courses. The successful completion of the Cantonese courses will be recorded in the student's transcript.
For Chinese (including Putonghua) and English, language consultation services and other self-access materials are provided at ASLLC, the self-access language learning centre (these arrangements are subject to changes).
Their in-depth academic and professional knowledge confers graduates of the programme with excellent career prospects. They will possess a Qualified Teacher Status in Hong Kong and are ready to become fully qualified teachers in local primary schools. In addition to the professional teaching career, as they will have been equipped with the necessary academic knowledge and intellectual skills, they can also embark on a wide variety of other careers, such as civil service, news organisations, publishing houses, etc.
General Studies is a very important subject in Hong Kong primary schools, with most primary school teachers required to teach this subject. It is also an important vehicle for Civic, Moral and Sex Education.
Taught as an integrated subject, this major aims to prepare outstanding primary school teachers who:
Mathematics is one of the three core subjects in Hong Kong's primary schools. This major aims to assist students in enhancing their mathematical knowledge and learning how to help others to acquire an in-depth understanding of and develop a passion for this fascinating subject. Students are trained to become confident and competent Mathematics teachers who can stimulate the learning interest of pupils and make mathematics lively and relevant to their pupils' lives. We welcome students who are mathematically gifted, inquisitive and highly motivated by mathematics.
Our major allows students to:
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