published_or_final_version / abstract / Education / Doctoral / Doctor of Education

Teacher education programmes are expected to prepare pre-service teachers (PSTs) to use Information and Communication Technology (ICT) in their future teaching and learning practice. However, whether and how PSTs actually integrate ICT in their teaching practice is influenced by many other factors in addition to their own personal background and educational exposure. This study investigates the technologies used and the kind of ICT-related pedagogical approaches adopted by PSTs’ teaching practicum, and to examine how these are influenced by school-level and personal-level factors. Fifteen PSTs assigned in the same teaching practicum group were selected as the focal subjects for this study. The methodological approach taken in this research was multiple case studies, involving in-depth data collection through surveys, interviews, observations and document analysis during various stages of the PSTs’ in seven preschools over two semesters. Findings reveal three pedagogical approaches adopted by the PSTs: 1) teacher-initiated and teacher-directed, 2) teacher-initiated and children-directed, and 3) children-initiated and children-directed. The most frequent pedagogical approach overall was teacher-directed approach. The adoption of children-directed activities was much lower, and children-initiated activities were very infrequent. Similar patterns were found in ICT-related learning activities: a majority of these were initiated and directed by PSTs and only limited opportunities for children to direct the use of ICT. No ICT was used in children-initiated activities. Further analyses reveal that school-level conditions were important in influencing PSTs’ decision-making in relation to ICT use. These conditions include: nature of the curriculum adopted by the school, ICT access, and the mentor teachers’ pedagogical use of ICT. In schools with a greater understanding and adoption of children-centred approaches, PSTs had more opportunities to involve children in using ICT in teacher-initiated and children-directed activities. In structured teacher-centred classrooms, PSTs follow their mentor teacher’s use of ICT, mainly in teacher-initiated and teacher-directed approach. It is found that the mentor teacher played a very important role in demonstrating the pedagogical use of ICT. The study found that personal conditions such as the PSTs’ self-reported personal use of ICT and their competence in using ICT also affected how they used ICT in their practice. While the PSTs had similar ways of using ICT for their own personal activities, they varied in the confidence and competence in pedagogical use of ICT. They all felt confident in using ICT to prepare and present visual learning resources, but were less confident in preparing lessons that involve the use of ICT by children, and even less confident in guiding children’s use of ICT. These findings suggest that in order for teacher education programmes to effectively prepare PSTs for ICT integration, mutual understanding and collaboration with practicum schools and mentor teachers are important. Teacher educators and teacher education institutions are only part of the education ecosystem. Aligned vision and efforts involving policy makers and school leaders at the system and school levels are necessary to create the appropriate conditions for mentor teachers to support PSTs in exploring innovative ways of using ICT in early childhood education. / published_or_final_version / Education / Doctoral / Doctor of Education

by Li Yuk-keung, Daniel. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves 110-116. / Chapter CHAPTER 1. --- INTRODUCTION --- p.1 / Chapter 1.1) --- AIMS OF THE STUDY --- p.5 / Chapter 1.2) --- REVIEW OF LITERATURE --- p.5 / On Comparative Approach and Methodology in Education and Physical Education --- p.5 / "On Curriculum, Teacher Education Curriculum, and PETE (PE Teacher Education) Curriculum" --- p.9 / On PETE Curriculum in a Comparative Perspective --- p.16 / Chapter 1.3) --- DEFINITIONS --- p.24 / Curriculum --- p.24 / Physical Education --- p.25 / Chapter 1.4) --- JUSTIFICATIONS ON THE COMPARABILITY OF HONG KONG AND SINGAPORE --- p.27 / Chapter 1.5) --- SCOPE OF THE STUDY --- p.29 / Chapter 1.6) --- METHOD OF STUDY --- p.30 / Framework of the Study --- p.30 / Framework for Analysis and Interpretation --- p.32 / Elaboration on Curriculum Purpose --- p.35 / Elaboration on Curriculum Content --- p.37 / Elaboration on Curriculum Organization --- p.38 / Elaboration on Curriculum Evaluation --- p.40 / Procedure --- p.44 / Chapter CHAPTER 2. --- HONG KONG AND SINGAPORE PETE CURRICULA: A DESCRIPTION --- p.45 / Chapter 2.1) --- HONG KONG PETE SYSTEM AND THE RESPECTIVE PETE CURRICULA --- p.45 / Purpose --- p.49 / Content and Organization --- p.51 / Evaluation --- p.54 / Chapter 2.2) --- SINGAPORE PETE SYSTEM AND THE RESPECTIVE PETE CURRICULA --- p.54 / Purpose --- p.55 / Content and Organization --- p.56 / Evaluation --- p.58 / Chapter CHAPTER 3. --- HONG KONG AND SINGAPORE PETE CURRICULA: AN INTERPRETATION --- p.61 / Chapter 3.1) --- AN INTERPRETATION OF THE HONG KONG PETE CURRICULA --- p.61 / Purpose --- p.61 / Content --- p.67 / Organization --- p.71 / Evaluation --- p.74 / Chapter 3.2) --- AN INTERPRETATION OF THE SINGAPORE PETE CURRICULA --- p.76 / Purpose --- p.76 / Content --- p.80 / Organization --- p.81 / Evaluation --- p.83 / Chapter CHAPTER 4. --- HONG KONG AND SINGAPORE PETE CURRICULA: A JUXTAPOSITION --- p.87 / Purpose --- p.88 / Content --- p.89 / Organization --- p.90 / Evaluation --- p.91 / Chapter CHAPTER 5. --- HONG KONG AND SINGAPORE PETE CURRICULA: A COMPARISON --- p.92 / Chapter 5.1) --- A COMPARISON OF THE PURPOSES OF CURRICULA --- p.92 / Chapter 5.2) --- A COMPARISON OF THE CONTENTS OF CURRICULA --- p.93 / Substantive Contents --- p.96 / Chapter 5.3) --- A COMPARISON OF THE ORGANIZATION OF CURRICULA --- p.98 / Scope --- p.98 / Sequence --- p.100 / Chapter 5.4) --- A COMPARISON OF THE EVALUATION OF CURRICULA --- p.101 / Chapter 5.5) --- A COMPARISON OF THE STRENGTH AND WEAKNESSES OF CURRICULA --- p.103 / Chapter CHAPTER 6. --- RECOMMENDATIONS AND CONCLUDING REMARKS --- p.106 / Purpose --- p.106 / Content --- p.107 / Organization --- p.107 / Evaluation --- p.108 / Concluding Remarks --- p.108 / REFERENCES AND BIBLIOGRAPHY --- p.110 / APPENDIX (Assessment of Students for Internal Promotion and Requirements Leading to the Awards of a Teacher's Certificate in Hong Kong) --- p.117

本論文的研究題目是「香港國際學校IB中文科教師的知識建構：多個個案研究」，主要是透過結合理論分析和探究式訪談，探討香港地區IB中文科教師對IB中文課程的認識，初步歸納出當前香港地區IB中文科教師的知識結構。 本研究選取了三位職前受訓的IB中文科教師、兩位在職的IB中文科教師 和兩位大學的教師培訓者作爲本研究的研究對象，以半結構性訪談作爲主要的研究方法，所有的訪談都進行現場錄音，訪談內容則語譯成詳細的訪談提綱，並進行深入而詳細的分析。 本研究發現，在實習之前，三位職前教師只是知道一些關於IB中文課程的基本知識、考試模式等知識，對於真正的IB中文科的課堂教學知識並不知曉；而在實習之後，他們的知識建構有了較大的改變，除了進一步鞏固其IB中文課程的基本知識之外，還掌握到了一些具體的教學法知識、課堂管理的知識。 至於在職的IB中文科教師方面，本研究發現兩位在職教師和職前教師一樣，都具備了對IB中文科的學科知識、課程知識以及學科教學知識。而由於他們在教學上具備多年的經驗，因此他們和職前教師相比，還具備了有關學生的背景的知識、其他教育背景的知識、掌握時事新聞的知識、跨學科和跨文化的知識等等。 而在大學教師方面，本研究發現大學的教師培訓者在設計IB中文科教師培訓課程時，能夠針對職前和在職的IB中文科教師的需要，把課程的重點放在教學法和研究法裡，致力把世界最先進的第二語言教學的理論、教學的方法傳授給IB中文科教師，為香港及全球的學校培養中文作爲第二語言的老師和IB中文科教師。 研究員在上述研究發現的基礎上，提出一些改善目前IB中文科教師培訓課程、教師自身的知識建構、IB中文科教師培訓課程的教學內容，以及發展有效的師資培訓模式和教學方法等建議。本研究對於IB中文科教學的理論探討、IB中文科師資培訓的課程設計，以至香港地區的IB中文科教學狀況的研究都具有參考價值。 The topic of this research is the knowledge construction of IB Chinese teachers in Hong Kong International Schools: Multiple case studies, mainly to explore the different stages of teachers’ knowledge construction through theoretical analysis and interview, and sum up objectively the current process of knowledge construction for teachers in International Baccalaureate (IB) Chinese Language courses in Hong Kong. There were three kinds of research participants in this study, including three pre-service IB Chinese Language teachers, two in-service IB Chinese Language teachers and two teacher trainers in the university. The participants had the semi-structured interviews with the researcher in the study. The researcher had in-depth discussion on the topic of IB Chinese Language courses, audio-recorded all the interviews and transcribed all the conversations into protocols for in-depth analysis. This study found that, before the internship, the three pre-service teachers only knew some basic knowledge on the mode of examination of the IB Chinese Language courses, they did not know any teaching knowledge of the real IB Chinese Language class. But after the internship, there were some significant changes on their knowledge construction, in addition to further consolidate their basic knowledge of the IB Chinese Language courses, they grasped the specific knowledge of pedagogy and classroom management. As for the in-service IB Chinese Language teachers, this study found that two in-service teachers just like the pre-service teachers, they knew the knowledge on the IB Chinese Language subjects and curriculums, and the knowledge on pedagogy. However, to compare with the pre-service teachers, as the in-service teachers had got a lot of experiences in teaching, they also knew the knowledge on the students' background and the mastery of other educational background, they knew the knowledge on current events as well as the interdisciplinary and cross-cultural knowledge and so on. For the university teachers, this study found that when the teacher trainers in the university designed the IB Chinese Language teacher training courses, they could meet the needs of the pre-service and in-service IB Chinese Language teachers. The courses focused on the teaching methodology and research methodology, they tried to teach the IB Chinese Language teachers with the most advanced second language teaching theory and teaching methods in the world, to train the IB Chinese Language teachers and the teachers in Teaching Chinese as a Second Language for the IB schools in Hong Kong and around the world. On the basis of the above-mentioned study, the researcher made some recommendations for the IB Chinese Language teacher training courses. The emphasis was to improve the teachers' own knowledge construction, improve the teaching content of the IB Chinese Language teacher training courses, and develop some effective teacher training models and teaching methods. All in all, this research is helpful for exploring the theory and curriculum design of the IB Chinese Language teaching, as well as the research on the IB Chinese Language teaching in Hong Kong. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education