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ERIC Number: EJ864689
Record Type: Journal
Publication Date: 2009-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1366-4530
The Roles of Supervised Teaching Practice and Peer Observation in Teacher Education in Hong Kong: Implications for Partnership
Sivan, Atara; Chan, Dennis W. K.
Teacher Development, v13 n3 p251-266 Aug 2009
This paper examines the views of student teachers in Hong Kong on two mechanisms--supervised teaching practice and onsite peer observation (OPO)--which involve school-university partnership. Data were collected by using self-administered questionnaires (n = 59) and semi-structured interviews (n = 40). Results of the study indicated that student teachers regarded the two mechanisms as contributing to their learning and professional development. However, they highlighted a lack of school support for conducting OPO. Findings are discussed with reference to existing models of school-university partnership pointing to the possible existence of some aspects of a university-led model in which the university takes a dominant role in teacher education. Recommendations are made to formalise the operation of OPO in schools and to initiate a dialogue and cooperation between the participating parties involved in OPO so as to better facilitate student teachers' learning within a supportive school-university partnership. (Contains 1 figure and 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong