Teacher Educators' Pedagogical Principles and Practices: Hong Kong Perspectives

Autor/inn/en	Law, Edmond Hau-Fai; Joughin, Gordon; Kennedy, Kerry J.; Tse, Harrison; Yu, Wai Ming
Titel	Teacher Educators' Pedagogical Principles and Practices: Hong Kong Perspectives
Quelle	In: Teaching in Higher Education, 12 (2007) 2, S.247-261 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Foreign Countries; Teaching Methods; Teacher Educators; Schools of Education; Learning Strategies; Teacher Attitudes; Teacher Characteristics; Thematic Approach; Discovery Processes; Performance Factors; Research Methodology; Interest Research; Higher Education; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Erziehungswissenschaftliche Fakultät; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerverhalten; Themenzentrierter Unterricht; Leistungsindikator; Research method; Forschungsmethode; Interessenforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hongkong
Abstract	This study sought to explore the teaching practices of lecturers within one department of a university-level institute of education in Hong Kong. A sample of 19 teachers were interviewed in the study. Short interview schedules were designed to elicit teachers' descriptions of how they taught and the thinking behind their pedagogical practices. A collaborative and developmental approach to the analysis of the interview data was adopted. As a result of the approach to data analysis adopted, five themes were identified and are described in this paper. These are: (1) eclectic teaching and learning strategies; (2) sensitivity towards student needs; (3) theory-based instruction; (4) using student feedback as a pedagogical instrument; and (5) showing professional commitment and passion. This study has identified teaching practices within an education department that are consistent with the characteristics of good teachers and good teaching identified in previous studies. However, the findings go beyond this and extend the understanding of the particular way in which these characteristics may be instantiated in the particular case of teachers educators in Hong Kong. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10