Ten Field Experience Intended Learning Outcomes
Upon successful completion of Field Experience, students will demonstrate competency in four different domains.
- School Development
- Student teacher demonstrates an understanding of the school as a social and cultural institution addressing local educational needs.
- Student teacher develops and demonstrates an understanding of the school’s educational philosophy, goals, policies and practices and the impact on teachers’ professional responsibilities.
- Student Development
- Student teacher demonstrates an understanding of learning styles, interests, intelligences and ways to cater for individual differences, diverse needs of his/her students in the learning context.
- Student teacher recognizes the role of teachers in schools in providing discipline, guidance and counseling to foster his/her students’ learning.
- Teaching and Learning
- Student teacher displays adequate command of content knowledge of the subject(s) assigned to teach.
- Student teacher demonstrates the ability to use pedagogical content knowledge in planning, developing and implementing appropriate aspects of the subject curriculum.
- Student teacher employs diversified modes of teaching strategies, skills, materials and technology to create a learning environment to enhance his/her students’ learning.
- Student teacher designs and applies a variety of formative and summative practices in order to provide relevant feedback on his/her students’ learning and to inform ongoing teaching.
- Professional Relationships and Services
- Student teacher develops and demonstrates cordial and cooperative relationships with peers and school supporting team and participates in school activities.
- Student teacher reviews and evaluates his/her own teaching for continuous professional learning.
Field Experience Components
Field Experience components include a variety of opportunities for student teachers to integrate their learning from teacher education and to demonstrate their competence in various domains. Field Experience is designed with a clear focus on the overarching curriculum framework of the programme. Its objectives are closely linked to the Programme Intended Learning Outcomes.
Student teachers are provided with a range of experiences, which may include FE Induction, Professional Development & Field Experience Learning, Learning Study and Other Learning Experiences. These activities aim to provide student teachers with an increasing level of involvement and responsibility in schools. The main component of field experience consists of sustained periods of block teaching practice. Through such practice, student teachers progress from assisting a teacher in the classroom and working with individuals or small groups of pupils, to eventually teaching a whole class.
Field Experience Induction
Field Experience (FE) induction activities include a series of seminars and talks on professional development. Internal and external stakeholders in the education community help student teachers understand the roles and responsibilities of a teacher in the local education scene. They also provide student teachers with a rich, experienced perspective of the teaching profession and how to set standards for professional growth and reflective practice. During the FE induction activities, student teachers will also be introduced to the intended outcomes of FE and the use of e-Portfolio to enhance their professional development throughout their period of study.
Field Experience Courses
Professional Development and Field Experience Learning
This course aims to help student teachers better equip for the Field Experience. In it, student teachers get an understanding of integrating practice and theory in field experience learning throughout their teacher education and training. They can gain learning opportunities and practical professional knowledge and skills through field experience learning, as well as obtain support and feedback from peers and other stakeholders within or outside the education community by building their individual professional support team.
Learning Study is collaborative action research on classroom teaching that aims to improve lesson planning and student learning. Utilising the Variation Theory of learning as its framework, Learning Study offers student teachers opportunities to collaborate in planning, teaching and reviewing lessons. Student teachers form small subject groups to carry out the study in an authentic school context under the close guidance and supervision of their subject tutors. Through Learning Study, student teachers are expected to systematically improve their lesson preparation and teaching skills.
Enhancing Learning through Other Learning Experiences
Student teachers need to develop a range of competencies in order to become teachers that contribute to the overall aims of education. Enhancing Learning through Other Learning Experiences offers student teachers opportunities to design, organise and manage out of classroom learning activities in Hong Kong schools. Student teachers assist pupils with Other Learning Experiences (OLE), Life Wide Learning (LWL), Extra-curricular activities (ECA) and Co-curricular Activities (CCA) outside of classrooms and at the same time enhance their own teaching knowledge and skills. The experience provides student teachers a better awareness and understanding of how to manage and organize such activities in the context of Hong Kong education and other social settings.
A period of block practice provides student teachers with opportunities to teach and to be engaged in the life and work of the school.
The block practice is made up of two components:
- Helping out with school-wide activities e.g. involvement with the non-formal curriculum, and playground duties.
The student teacher’s involvement in both of these activities will provide the basis for the assessment of the student teacher’s performance.
An initial visit to the school will be made to meet the Principal, the link teacher and supporting teachers. The content of the teaching and details about the school will be discussed during the meeting with the supporting teacher. Schools may arrange an induction period, when necessary, in which the student teachers are oriented into the workings of the school before they take up teaching duties. This may range from one to a few days.
Throughout the block practice, student teachers are supported by EdUHK supervisors and supporting teachers from placement schools. Student teachers learn to become competent practitioners, ready to enter the teaching profession. This readiness ultimately has to be assessed by the EdUHK supervisor. Supporting teachers’ are invited to give feedback at the interim and final stages of the block practice.