Page 49 - COTAP Progress Report 2015
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ITE programmes lay a firm foundation of the gap, and more importance could be attached to
theoretical underpinnings upon which practical practice in practice, so that ITE graduates will be
teaching expertise is built. It is a common practice in better equipped with the necessary attributes and
many countries to require student teachers or fresh capabilities that meet the expectations of schools
ITE graduates to undergo internship or induction and society.
before they become qualified teachers.
COTAP proposes to pursue this issue with
In Hong Kong, student teachers of full-time ITE T-bridge, under which COTAP will explore the
programmes undertake a teaching practicum (TP), best way forward in bridging the theory-practice
during which they are placed in local primary and/ gap in teacher preparation. Improvement to the
or secondary schools, depending on the stream in existing arrangements in the design and delivery
which they specialise, to teach a particular subject of ITE programmes will be considered and better
in the classroom with guidance from teacher communication between the school sector and TEIs
mentors. With on-site guidance and support from will be facilitated. Feasibility studies on internship
experienced teacher mentors and placement in and the clinical model, a prevalent model guiding
the school context, TP should offer a valuable the design and delivery of ITE, will be undertaken,
opportunity for student teachers to put theories into drawing reference from overseas practices,
practice. Such experience should be very useful in including those in Finland and Victoria. The aim
equipping student teachers for effective discharge is to ensure that student teachers are given ample
of teaching duties in their future career. opportunities and intensive guidance to apply
the pedagogical theories acquired in their ITE
Discussions with stakeholders reflect that the value programmes and learn about practice in practice in
of TP is widely acknowledged, but more could the school context.
be done to better bridge the theory-practice
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