|Published online: October 14, 2014||$US5.00|
Educational researchers in Hong Kong has pointed out the inadequacy of the competency-based teacher education program in the past decade. A qualitative pilot study was conducted to examine how an inquiry-based Integrated Field Studies (IFS) course could help to facilitate early childhood teachers to become researchers of their own practice. The research project also examined how their learning experiences facilitate their professional growth throughout the course. The main data source for this study was semi-structured and individual in-depth interviews of in-service early childhood teachers. Additional data, such as, the participants’ written reports and IFS handbooks, were also collected for data analysis. The findings showed that the IFS courses were characterized by several features which could help enhance the growth of the teachers. They included: Freedom of choice on individual student’s area of interest for investigation; students being perceived as active learners; an opportunity for a continual and practical research experience; the provision of an interactive learning environment and a supportive role played by the supervisor. The study advocates a collaboration between the supervisor and the students to inquire into their teaching and learning experiences in future study.
|Keywords:||Active Learning, Teacher Education Curriculum, Professional Development|
The International Journal of Adult, Community, and Professional Learning, Volume 20, Issue 4, October 2014, pp.1-12. Article: Print (Spiral Bound). Published online: October 14, 2014 (Article: Electronic (PDF File; 597.830KB)).
Assisstant Professor, Department of Early Childhood Education, The Hong Kong Institute of Education, Hong Kong, New Territories, China