教学的策略的选择.docVIP

PAGE 18THE HONG KONG INSTITUTE OF EDUCATIONINSTITUTE-SCHOOL PARTNERSHIP COMMITTEEField Experience Symposium29th June 2001Proposed Prototype for Teaching Practice Assessment FormsFor the purposes of this paper, “Teaching Practice” (TP) is understood as practical teaching in placement schools. It is a component of “Field Experience”, which includes all learning experiences in the field contributing to the education of teachers. To further limit the scope of the paper, only initial teacher education programmes will be addressed, leaving out such programmes as the 2-year Full-time BEd(P), the BEd(ECE) and the ACTE.The ultimate reference for the development of assessment instruments for teaching practice is the qualities a competent teacher should possess. In this regard, the Institute has issued a statement on “Key Attributes of a Good teacher” which is quoted in all programme validation documents. The statement puts forward the following categories of attribute:Professionalism is an attitude of mind that causes a teacher to strive, on the basis of an agreed code of behaviour, for excellence in the performance of his/her teaching duties. It includes professional ethics.Professional ValuesProfessional Knowledge and DispositionsProfessional DevelopmentContent of Teaching is what is taught. It includes subject matter, attitudes and values, learning processes, and skills. It includes things that are transmitted both explicitly and implicitly.Practice of Teaching is what a teacher does and how it is done.Planning and EvaluationManagement and InstructionCommunicationConsideration of Individual Needs, Abilities/Disabilities and AspirationsInteraction with Families and the Community highlights the need for teachers to engage meaningfully with other stakeholders in education.The full list of attributes can be found in Appendix I. While the document cautions that some of these attributes are not dealt with at all in pre-service teacher education programmes, and some othe