Session 1A of Day 1 - Paper 1A01

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

May May Hung, CHENG
Department of Science
The Hong Kong Institute of Education

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 in the last two years of the programme and to explain this using a socio-cultural view of learning. Student teachers and their supporting teachers in their third year of study in 2000-2001 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 the use of 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 anaysed 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.


Session 1A of Day 1 - Paper 1A02

Mentoring of field experience with a focus on indigenization of western theories and knowledge

Wai Yee Chan
Part-time Field Supervisor
Department of Applied Social Sciences
Hong Kong Polytechnic University

Field supervision involves mentoring. In this process of mentoring, indigenization of western theories and knowledge has been an increasing concern in the social work field. Individuals from the academic or the practice field have raised the concern of suitability of Chinese culture in indigenization. More questions are asked of what adaptations need to be made regarding the application of western tools and values on Chinese especially after the turnover in 1997 and the starting of social work education in China. Although Hong Kong nowadays can hardly be called as third world, the influence of Chinese culture can still easily be found. Accumulated knowledge and experience on indigenized practice is appearing in literature. However, few give concern to the perceptions of students towards this issue and the values of Chinese culture. How strong is such influence on trainees and clients is yet to be found. Values and culture of trainees are also influential for the future of social work development. This research hopes to explore the value and cultural base of students and their field experience on indigenization and it affects the mentoring process.

The article covers a qualitative research on perceptions of local students towards Chinese culture and social work knowledge and how it affects the mentoring experience. It is discovered that local culture has exhibited a complex picture with various mixture of Chinese and Western culture. Western knowledge is perceived as generally universal although adaptation needs to be made in field experience.


Session 1A of Day 1 - Paper 1A03

Capitalizing on Knowledge: Mentorship among Teacher-Librarians in Hong Kong

Agatha Sit
The Hong Kong Institute of Education Library

Mentoring dates back to Greek mythology with reference to the sharing of wisdom of knowledge and experience. In Hong Kong, mentorship has been a hallmark of the professional development of the teacher-librarians.

Following a literature review on mentoring in librarianship, this paper provides an overview highlighting the mentorship development among teacher-librarians in Hong Kong. A discussion on how mentorship shaped the preparation of teacher-librarians leads to an analysis of four issues: (1) a formalized mentoring framework; (2) a systematical approach to observe and assess the impact; (3) training to enhance the competency of teacher-librarians; and (4) re-thinking the commitment to evidence-based practice.

While there are complex issues facing the teacher-librarian profession, the author invites the teacher-training institutes to explore their role and participation in facilitating the advancement of teacher-librarianship in Hong Kong which is a pivotal component to nurture information-literate learners for the purpose of knowledge building.


Session 1B of Day 1 - Paper 1B01

Partnerhip in Field Experience –
Optimizing the Effect of English Language Education

Evelyn MAN Yee-fun (The Chinese University of Hong Kong) &
Bette LI King Chia Chin (Education & Manpower Bureau, HKSAR)

This paper aims to share experiences of a unique Quality Education Fund (QEF) project which was based on partnership at different levels to optimize the effect of English language education. To enhance English language education, a cross curricular approach is essential, that is, English is not only learnt in the language lessons, it is also consolidated and strengthened by the effective learning of the subject language across the curriculum. The training and co-operation of teachers are thus crucial. A QEF funded project initiated by the Education and Manpower Bureau, HKSAR, attempted to address the above issue by providing support to teachers and schools that use English as the medium of instruction (EMI). Partnership in field experience was achieved at different levels, involving:

1. local and overseas institutions (the Education and Manpower Bureau, Hong Kong SAR Government and the South Australian Department of Education and Children’s Services),

2. tertiary education and secondary education personnel (The Chinese University of Hong Kong working with a number of secondary school teachers of various subjects in different schools),

3. the Government and the participating schools,

4. various secondary schools taking part in the project, and

5. various subject personnel within the different schools.

This paper intends to share the model of partnership and the unique mode of training offered in this project and the field experiences in how support was best given to teachers to enhance English language education. The effects on teacher-tutors and teacher participants involved in this project will be discussed.


Session 1B of Day 1 - Paper 1B02

University-school Partnerships: To Learn and to Serve

Tat Heung CHOI
(on behalf of the Practicum and School Partnership Committee)
Department of Education Studies
Hong Kong Baptist University


In capitalist societies such as Hong Kong, where technological change is rapid, the growth of the service economy is powerful, and managerial functions are increasingly complex, the education system is subject to many pressures. These pressures are translated to the form of curriculum and to the demand for qualified teachers, as manifest in the Education and Manpower Bureau’s attempts to reform the curriculum, and to enhance the qualities of teachers through benchmarking. The external economic pressures from the society as a whole also challenge teacher-education providers.

Against this background, we have attempted to demonstrate how university-school partnerships might benefit the student-teachers, the schools as well as the pupils, and contribute to the development of teacher professionalism in Hong Kong. Although the close relationship between learning to serve and field experience has long been recognised in teacher education, its various dimensions have rarely been examined empirically. This paper traces the orientations and outcomes of the School Service Scheme ‘To learn and to serve’, which was initiated by the Department of Education Studies, Hong Kong Baptist University. 30 secondary schools and 57 student-teachers participated in the pilot scheme (June – August 2003) as part of a larger ongoing project. Relevant findings have emerged from the questionnaire responses from the partner schools and student-teachers. The data indicate some connection between school band and the demand for pedagogic and administrative support: the lower the school band, the stronger the need for student-teachers’ input. The data also suggest the importance of matching the needs and preferences of student-teachers and of partner schools. For those student-teachers who were assigned suitable jobs, boosted confidence was reported in classroom management, materials preparation, decision-making, and needs analysis. Thus, it is crucial at an early stage to ensure that the host schools will value the personal and social dimensions of the scheme, and subsequently plan the student-teachers’ duties with these in mind. Equally important are to acquaint student-teachers with negotiation skills and with the appropriate attitudes towards school service, and to foster a sense of belonging and commitment among them. It was through taking initiatives that student-teachers developed a sense of ownership of their school service. This raises the issue of student-teacher autonomy in field practice which deserves more attention in teacher-education programmes. Despite the limits of the engagement, the evaluation of the School Service Scheme lends itself to the emergence of relevant concepts, which could well serve to set an agenda for university-school partnerships in field experience.


Session 1B of Day 1 - Paper IB03

教學改革實驗報告 : 較複雜的速率應用教學




Session 1C of Day 1 - Paper 1C01

One-day-per-week school attachment: Voices of supporting teachers and Year One student teachers

Pamela Leung & Jasmine Luk
Field Experience Coordinators, BEd(L), School of Languages in Education

The Bachelor of Education (Languages) [(BEd(L)] Programme of the Hong Kong Institute of Education (HKIEd) was first implemented in 2001-02. As an integral part of the programme, the design of the Field Experience curriculum has its own characteristics. In addition to the traditional practice on classroom teaching, ranging from collaborative to independent teaching from Year Two onwards, the programme provides student teachers with opportunities for school visit and attachments through which they can better understand the requirements of language teaching in school contexts. Among all school attachments, the one-day-per-week attachment to a local secondary school in the second semester of Year One has received controversial feedback from various stakeholders. Such feedback reflects diversified considerations from school teachers involved about whether they will continue to support similar activities. Based on the feedback received in the past two years, this paper will first synthesize voices of current Supporting Teachers and student teachers of the BEd(L). Then the authors will discuss the effectiveness of such a mode of school attachment in preparing student teachers for classroom teaching. Taking the voices of Supporting Teachers and student teachers into consideration, we hope that this paper could help reveal a comprehensive evaluation of the design, and more important, the quality of Field Experience could be enhanced in due course and the partnership between the Institute and schools in the local community tightened.


Session 1C of Day 1 - Paper 1C02




鄧怡勳 蔡碧蓮

電話: +852 2948 7590, 傳真: +852 29487619, 電郵:



Session 1C of Day 1 - Paper 1C03






Session 1C of Day 1 - Paper 1C04


胡少偉 袁仲池




Session 1D of Day 1 - Paper 1D01








Session 1D of Day 1 - Paper 1D02








Session 1D of Day 1 - Paper 1D03


梁志強博士 香港教育學院數學系



Session 2A of Day 2 - Paper 2A01

An effective web-based approach to support the initial training of science teachers at HKIEd

May May-hung CHENG, Winnie Wing-mui SO and Yau-yuen YEUNG
Department of Science

This paper reports the processes and ways on how a dedicated website has been developed by a group of seven colleagues at HKIEd Science Department to support their student-teachers’ development of teaching competence during various kinds of field experience activities such as practicum, teaching practice and school visit etc. From the outcome of our project, a comprehensive web-based system was created with the following specially selected features to help our student-teachers to develop confidence and skills for the effective teaching of various science topics in schools:

- A data bank of 20 sets of video clips on exemplary parts of students’ teaching performance in schools or microteaching at HKIEd as identified and selected by their supervisors.

- A collection of virtual reality resources which include typical classroom or laboratory environment with 3D/panoramic view etc.

- A website called Field Experience Support on Science (FESS) being developed at which provides a platform for the management of the aforementioned 2 types of resources in the WWW plus various synchronous or asynchronous communication channels as well as sharing of lesson plan, scheme of work and other teaching resources etc.

Each video clip had been reviewed and commented by a project team member who was also the student-teacher’s supervisor or tutor. Those video clips were normally accompanied with the lesson plans, detailed description of teaching materials and/or self-reflection. Besides, a questionnaire survey had been administered to about 150 students in 5 different teacher education programs to collect feedback for evaluating the effectiveness of this website. The initial results indicated a definite success of this project. More detailed findings and analysis of this questionnaire survey and the use of this project to facilitate post-lesson conference will be thoroughly discussed in this symposium paper.


Session 2A of Day 2 - Paper 2A02

“The Effectiveness of Using Video-taped lessons as an alternative mode of teaching supervision.”

Margaret Wong and the *Project Team
School of Early Childhood Education (SECE), The Hong Kong Institute of Education

The School of Early Childhood Education has conducted a project in 2002/03 to explore the effectiveness of using videotaped lesson as an alternative mode of teaching supervision for in-service students, and ways of improving the techniques of videotaped lesson analysis. 10 students from the Qualified Kindergarten Teacher Course, 8 from the Certificate in Kindergarten Education programme and 9 practicum supervisors participated in this study. Both the practicum supervisors and students’ views on this supervision mode were examined through group interviews. The results indicated that videotaped lesson analysis was a promising mode of supervision. It offered students flexibility in preparing the videotape when they, the children and the environment are ready, and a more flexible schedule for supervisors to evaluate students’ teaching and providing them feedback. Students’ reflection was also enhanced through the review of the videotape by themselves, with their children and their colleagues, and with their supervisors during the post lesson conferencing.

(*Audrey Lim, Jenny Yau, Rebecca Cheng, Christina Ching, Jenny Ma, Woo Yuen Shan, Conita Law, Anita Wong, Edith Leung)


Session 2A of Day 2 - Paper 2A03

On ‘gazing about with a checklist’ as a method of classroom observation in the field experience supervision of pre-service student teachers: A case study

Bennan ZHANG, The Department of Chinese, HKIEd

‘Gazing about with a checklist’ as a main technique or method of classroom observation as employed by the BEd (P) programme of the HKIEd during classroom supervisions has its strengths in practice, but referring to the aims of the field experience component and the purposes of its supervision, such practice is weak with regards to enhancing student teachers’ professional development of their teaching. This discussion will focus on problems of validity and effectiveness of this method, such as its lack of factual data collection, and subsequently its disadvantages in establishing the student teachers’ quality of teaching in the classroom. To make up for its deficiencies, other methods, techniques, and instruments of observation such as participant and competency-based observational methods, formative appraisals, and factual data collection, will be suggested as helpful or complementary.

Pointing out the weaknesses of the ‘gazing about’ observational technique or method in supervision is not meant to negate the current field experience supervision approach of the BEd (P) programme as a whole. In fact, the existing field experience supervision component of the programme has been working very well for many years. What this paper intends to do is, based on the author’s experience in supervision, to point out that the existing field experience supervisory approach, particularly its adopted technique of classroom observation, still has some room for development.

This paper includes four sections. After a brief review in Section I of some literature concerning classroom observational methods, Section II describes the usage of the method of ‘gazing about with a checklist’ as employed in the Bed(P) programme of the HKIEd. In Section III, this paper discusses some strengths and problems of this method in enhancing student teachers’ professional development, focusing on the weaknesses of the method in use. Section IV is a conclusion of the discussion.