Project Details

Developing Preservice Teachers’ Reflective Teaching Through Professional Dialogues with Overseas Peers

Reflection is defined as “deliberate thinking about action with a view to its improvement” (Hatton & Smith, 1995, p.40). Reflection is a valued emphasis in the current field experience requirements of the EDUHK. We will explore whether preservice teachers can develop a global perspective of teaching through regular reflections and weekly experience sharing with other non-local preservice teachers. Student teachers are expected to take full advantage of multimedia and technologies in sharing. For developing reflective competence in preservice teachers, the objectives are threefold: 1) Develop reflective teaching through knowledge and teaching practice sharing with non-local preservice teachers (African and European) as critical friends; 2) Enhance pedagogical awareness through lesson observation and micro-teaching activities in a self-accessed program at Moodle designed to support block practice; 3) Support adoptions of flipped classroom in diverse classroom contexts. We will collaborate with the Department of Teacher Education, University of Groningen, the Netherlands, and the National Teacher Colleges in Uganda. These overseas institutes will recruit Dutch and African preservice teachers to join the project in the Netherlands and Uganda. These non-local pre-service teachers will have a weekly discussion with EDUHK students as their critical friends regarding their teaching experience and learning activities in the PEERS program.

Commencement Date : 2017/2
Completion Date : 2018/1
Chief Investigator(s) : Dr KO, Yue On James 高裕安 [APCLC,EPL]
Co-Investigator(s) : Dr CHOI, Tae Hee 崔太僖 [EPL]
Dr CHENG, Chi Keung Eric 鄭志強 [C&I]
MAULANA, Ridwan *
Keyword(s) : Reflective teaching   Global Experience   Field Experience   Pre-service Teachers  




*Investigator from an outside institution/organization


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