Probing curriculum coherence in pre-service teacher education: an exploratory study

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Teaching Pub Date : 2023-01-29 DOI:10.1080/02607476.2023.2169601

Zhaoxuan Wang, Art Tsang, R. Yuan, Min Yang

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Abstract

Despite extensive research on student teachers’ engagement with university coursework, teaching practicums, and research projects in teacher education curriculums, empirical studies on the coherence among these components are lacking (Flores 2018). Coherence refers to the degree to which a curriculum supports, reinforces, and reflects shared goals (Grossman et al. 2008). The emphasis on curriculum coherence reflects an ecological perspective (e.g. Goodnough 2010) on teacher learning. Conceptualising the pre-service teacher education curriculum as a dynamic and situated ecosystem, such a perspective underscores the high degree of coherence among the system components, which can work concertedly to produce cumulative and transformative effects on student teachers’ professional development (Cavanna et al. 2021). This research explores curriculum coherence and its influences on teacher learning in a Hong Kong pre-service language teacher education program. The study attempts to answer: How do student teachers perceive the connections between the university courses, teaching practicum, and research projects in the program?

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职前教师教育的课程连贯性探究:一项探索性研究

尽管对学生教师参与大学课程、教学实习和教师教育课程中的研究项目进行了广泛的研究，但缺乏对这些组成部分之间一致性的实证研究(Flores 2018)。连贯性是指课程支持、强化和反映共同目标的程度(Grossman et al. 2008)。对课程连贯性的强调反映了对教师学习的生态视角(如goodough 2010)。将职前教师教育课程概念化为一个动态的、定位的生态系统，这种观点强调了系统组件之间的高度一致性，这些组件可以协同工作，对学生教师的专业发展产生累积和变革性的影响(Cavanna et al. 2021)。本研究探讨香港职前语文教师教育课程连贯性及其对教师学习的影响。本研究试图回答:学生教师如何看待大学课程、教学实习和研究项目之间的联系?

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来源期刊

Journal of Education for Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.50

自引率

10.00%

发文量

期刊介绍： The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.