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Article: Transforming traditional models of initial teacher education through a mandatory experiential learning programme
Title | Transforming traditional models of initial teacher education through a mandatory experiential learning programme |
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Authors | |
Keywords | Teacher education Experiential learning Third space Boundary crossing Situated learning |
Issue Date | 2018 |
Publisher | Elsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate |
Citation | Teaching and Teacher Education, 2018, v. 73, p. 120-129 How to Cite? |
Abstract | This paper reports on the impact of a compulsory credit-bearing experiential learning (EL) block embedded into an initial teacher education (ITE) programme in Hong Kong. Student teachers engage in extended participation with community-based projects, aimed at enhancing their understanding of real-world environments, expanding their capacity to integrate theory and practice, and broadening their global outlook. The projects include community placements in Hong Kong, as well as regional learning opportunities. Qualitative data from a hundred participants reveal important outcomes in terms of pedagogical development, students’ understanding of diverse others and enhanced reflective practices. The paper attends to global changes in education. |
Persistent Identifier | http://hdl.handle.net/10722/258070 |
ISSN | 2021 Impact Factor: 3.782 2020 SCImago Journal Rankings: 1.966 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Harfitt, GJ | - |
dc.contributor.author | Chow, MLJ | - |
dc.date.accessioned | 2018-08-22T01:32:32Z | - |
dc.date.available | 2018-08-22T01:32:32Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Teaching and Teacher Education, 2018, v. 73, p. 120-129 | - |
dc.identifier.issn | 0742-051X | - |
dc.identifier.uri | http://hdl.handle.net/10722/258070 | - |
dc.description.abstract | This paper reports on the impact of a compulsory credit-bearing experiential learning (EL) block embedded into an initial teacher education (ITE) programme in Hong Kong. Student teachers engage in extended participation with community-based projects, aimed at enhancing their understanding of real-world environments, expanding their capacity to integrate theory and practice, and broadening their global outlook. The projects include community placements in Hong Kong, as well as regional learning opportunities. Qualitative data from a hundred participants reveal important outcomes in terms of pedagogical development, students’ understanding of diverse others and enhanced reflective practices. The paper attends to global changes in education. | - |
dc.language | eng | - |
dc.publisher | Elsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate | - |
dc.relation.ispartof | Teaching and Teacher Education | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Teacher education | - |
dc.subject | Experiential learning | - |
dc.subject | Third space | - |
dc.subject | Boundary crossing | - |
dc.subject | Situated learning | - |
dc.title | Transforming traditional models of initial teacher education through a mandatory experiential learning programme | - |
dc.type | Article | - |
dc.identifier.email | Harfitt, GJ: gharfitt@hku.hk | - |
dc.identifier.email | Chow, MLJ: jmlchow@hku.hk | - |
dc.identifier.authority | Harfitt, GJ=rp00901 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1016/j.tate.2018.03.021 | - |
dc.identifier.scopus | eid_2-s2.0-85045044643 | - |
dc.identifier.hkuros | 287488 | - |
dc.identifier.volume | 73 | - |
dc.identifier.spage | 120 | - |
dc.identifier.epage | 129 | - |
dc.identifier.isi | WOS:000432500900012 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0742-051X | - |