Alternate routes in initial teacher education: a critical review of the research and policy implications for Hong Kong

Lai, Kwok Chan; Grossman, David

doi:10.1080/02607470802401370

Cited by 15 publications

(7 citation statements)

References 5 publications

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“…The discussion regarding BEd or PGDE teacher education programs being the preferred route for preparing teachers is no longer new. The topic has been frequently and widely discussed, but teacher educators have not reached a consensus on it (Lai & Grossman, 2008). The findings of this study as shown in the radial representation of the SLO coverage in different courses may provide a better depiction of the fundamental problems in the curriculum design of PGDE program, compared to the BEd program, in terms of the breadth and depth of SLO factor coverage in the courses offered, though all the SLO factors were adequately covered as a whole in both programs.…”

Section: Resultsmentioning

confidence: 99%

Examining the Alignment of Subject Learning Outcomes and Course Curricula Through Curriculum Mapping

Lam

Tsui

2013

AJTE

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Section: Resultsmentioning

confidence: 99%

Examining the Alignment of Subject Learning Outcomes and Course Curricula Through Curriculum Mapping

Lam

Tsui

2013

AJTE

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“…However, one interesting point is that cultural differences may be involved in how easily teachers adapt to having fewer pupils in a class. Lai (2007) found some teachers in Hong Kong and Shanghai felt overwhelmed by the increased level of student activity and movement in small classes compared with traditionally large classes under tight teacher control Teacher stress and morale. Many studies reported that teachers are put under more strain when faced with large classes ( Biddle & Berliner, 2002a ).…”

Section: Teachersmentioning

confidence: 99%

Three generations of research on class-size effects.

Blatchford¹

2012

APA Educational Psychology Handbook, Vol 2: Individual Differences and Cultural and Contextual Factors.

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Despite the common sense view that small classes are likely to lead to a better quality of teaching and learning, research evidence is not always clear, and has proved contentious. This chapter will argue that research has concentrated on two "generations" of research: first, effects on pupil academic outcomes, and, second, a more recent interest in effects on classroom processes. It will then argue for a third generation of research which tests effective teaching and pedagogies in small classes. Throughout the chapter there is attention to methodological issues and suggested areas for further research. A final section will critically review theories of class size effects, covering ecological and social psychological approaches, and address implications for policy and practice.

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“…The traditional routes constitute (a) sub-degree certificate or diploma programmes in colleges, usually for elementary teachers that emphasise pedagogical preparation to a greater extent compared to subject area preparation; (b) bachelor's degree programmes, usually three to four years in length, with greater emphasis on subject matter and relatively less on pedagogy; and (c) master's degree and/or fifth-year programmes of one to two years' duration designed for graduates with a bachelor's degree who receive a master's degree or postgraduate diploma. The alternative route refers to emergency certification for immediate employment, school-centred initial teacher training and employment-based teacher training for non-qualified serving teachers; and specialised teacher recruitment programmes such as Teach for America in the USA and Teach First in England (Lai & Grossman, 2008).…”

Section: Contextual Factors and Teacher Characteristics Influencing Ementioning

confidence: 99%

Validating a model of effective teaching behaviour of pre-service teachers

Maulana

Helms-Lorenz

Grift

2016

Teachers and Teaching

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Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils' engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil's engagement, incorporating the role of context and teacher characteristics. The study included a sample of 264 pre-service teachers from 64 secondary schools throughout the Netherlands. Preservice teachers were observed using the International Comparative Analysis of Learning and Teaching to measure effective teaching behaviour and pupils' engagement. We used multilevel modelling to account for the hierarchical structure in the data. Results show that the quality of teaching behaviour of pre-service teachers is below that of experienced teachers. Class size and (partly) teacher gender explain differences in the quality of teaching behaviour. All domains of teaching behaviour are related to pupil engagement, with classroom management and clarity of instruction showing the strongest relationships with academic engagement compared to the other domains. The results make it plausible to approximate minimum standards for the assessment of pre-service teachers based upon a normative criterion based on the impact on pupils' academic engagement.

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Alternate routes in initial teacher education: a critical review of the research and policy implications for Hong Kong

Cited by 15 publications

References 5 publications

Examining the Alignment of Subject Learning Outcomes and Course Curricula Through Curriculum Mapping

Examining the Alignment of Subject Learning Outcomes and Course Curricula Through Curriculum Mapping

Three generations of research on class-size effects.

Validating a model of effective teaching behaviour of pre-service teachers

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