The Preparation of Pre-Service Student Teachers' Competence to Work in Schools

Autor/inn/en	Tang, Sylvia Y. F.; Cheng, May M. H.; Wong, Angel K. Y.
Titel	The Preparation of Pre-Service Student Teachers' Competence to Work in Schools
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 42 (2016) 2, S.149-162 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2016.1143143
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Student Teachers; Student Teaching; Learning Experience; Competence; Readiness; Undergraduate Students; Semi Structured Interviews; Foreign Countries; Social Capital; Instructional Design; Curriculum Development; Field Instruction; Student Teacher Attitudes; Hong Kong + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lernerfahrung; Kompetenz; Ausland; Sozialkapital; Lesson concept; Lessonplan; Unterrichtsentwurf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Praxisklasse; Hongkong
Abstract	Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers' learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews were conducted with 12 student teachers on an undergraduate ITE programme in Hong Kong. The findings of the study show that competence to work in schools is characterised by student teachers' deep contextualised learning. In addition, it offers a deeper understanding of this competence in the ITE context by identifying its three facets, namely understanding of the micro-political realities of schools, social capital building and social strategies. The study provides insights for ITE and schools to support student teachers' development of their competence to work in schools, including the design of ITE curricula, ITE processes and co-curricular activities in undergraduate studies. Moreover, it suggests the importance of developing schools as growth-fostering and positive micro-political sites for ITE fieldwork and teacher induction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01