A study of preschool student teachers' perceptions of the effectiveness of fieldwork supervision

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A study of preschool student teachers' perceptions of the effectiveness of fieldwork supervision

 

Author: Sung, Wai-ting Vega
Title: A study of preschool student teachers' perceptions of the effectiveness of fieldwork supervision
Year: 2001
Subject: Hong Kong Polytechnic University -- Dissertations
Field work (Educational method)
Student teachers -- Supervision of
Student teaching
Department: School of Professional Education and Executive Development
Pages: vii, 128 p. ; 30 cm
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b1637779
URI: http://theses.lib.polyu.edu.hk/handle/200/1103
Abstract: Driven by author's eagerness to learn to be a reflective professional, the purpose of this study is to explore the pre-school student teachers' perceptions of the effectiveness of the fieldwork supervision with relation to the unit objectives and the supervisory activities in fieldwork tutorials (FT), field visit (FV) and fieldwork assessment (FA). It was conducted in a local post-secondary vocational institute. A qualitative approach of interviewing was implemented to collect the underlying meaning the student teachers' placed on the effectiveness of fieldwork supervision. Bigg's theory of 'constructive Alignment' (1996) provides a realistic conceptual framework for reviewing and reflecting on the present supervisory practices in this study. The main conclusion from the interviews was that the student teachers' perceptions of the effectiveness of fieldwork supervision was not positive in the sense that the perceived unit objectives seemed to focus on mastery of low level skill and the supervisory activities in FT, FV and FA did not able to facilitate the student teachers to effectively address the unit objectives. The impact of this narrow view on fieldwork supervision is influential as the student teachers were facilitated to attain only low level understanding. The information on the productive learning process of role play (RP) and peer-designed activities (PDA) in FT can provide valuable information on how to facilitate the student teachers' reflection in teaching and independence in learning. Most importantly, it convinces the professional needs of the student teachers by upgrading the learning objectives to meet these high cognitive learning potentials of the student teachers. To improve the whole system of fieldwork supervision, the learning objectives must be upgraded to high cognitive level and match with the supervisory activities in FT, FV and FA. To further enhance the effectiveness of the aligned system of field work supervisory, a long term staff training on theories of supervision particularly Bigg's holistic view of teaching is essential to provide a comprehensive framework to the fieldwork supervisors and the student teachers on the condition that a thoughtful system is established to communicate this clearly to the student teachers.

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