International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
g) Develop an understanding of the school as a social and cultural institution responding to local and
global educational development;
h) Develop an understanding of the school’s educational philosophy, goals, policies and practices and
the impact on teachers’ professional responsibilities ;
i) Develop cordial and co-operative relationships with peers and/or school supporting team(s) and
participate in school’s professional development responsibilities as part of teachers’ professional
responsibilities and practice; and
j) Review and evaluate their professional practice as part of continuous professional learning.
Under the new framework, ten new FE Intended Learning Outcomes (FEILOs) (Appendix IV) were firstly
developed with a thorough consideration of the existing four domains and sixteen dimensions in the TCF as well
as a mapping to the current GILOs and PILOs of undergraduate and postgraduate teacher education
programmes. A set of Grade Descriptors based on 10 FEILOs were further developed to guide the teaching
practice and assessment items (i.e. teaching supervision and portfolio). Three assessment modes are proposed to
be used for collecting evidence about student teachers’ teaching competence and capacity. They are: (1)
classroom observations that link to the TCF for beginning teachers, (2) a FE ePortfolio documenting student
teachers’ professional knowledge and practice and their reflection on both, and (3) performance in other FE
related-course(s) like FE induction programme. Based on the review rationale, framework and process, FEILOs,
individual FE courses CILOs, related assessment forms, grade descriptors and evaluation tools are being
developed too. Figure 1 shows the learning and assessing sources of the ten FEILOs in the new FE framework.
Figure 1: Learning and Assessing Sources of the Ten FEILOs in the New FE Components and Courses
Yr 1 Yr 2
Yr 3
Yr 4 Yr 5 Graduation
FE Induction I:
FE Induction II
Block Practice I (5
Block Practice II (7 wks) :
Professional
! Briefing of FE
! Professional
wks):
Teaching Supervision
Learning and
! authentic
learning activities
Teaching
Evidence of the 10
assessment of FE
in FE
Supervision
FEILOs
! the learning and
School Report and
School Report and student teachers’
assessing sources
student teachers’
Reflection in FE ePortfolio II
of the 10 FEILOs
Reflection in FE
(FEILOs 7-9)
! use of ePortfolio
ePortfolio I
(FEILOs 7-9)
Overall
performance
Overall performance in PP
(FEILOs 1-10)
CRITICAL ANALYSIS ON THE in NEW PP OBL FE FRAMEWORK
(FEILOs 1-10)
The new FE framework comprises 10 FEILOs and relevant tasks or activities designed for student teachers to
understand teachers’ work in the aspects of: (1) Teaching and Learning, (2) Learner Development, (3) School
Development, and (4) Professional Services and Development. After completing the proposed tasks or activities
in FE, student teachers are expected to demonstrate their understanding of, proficiency with and critical
reflection on the four specific aspects of teachers’ work:
1. Context for learning (link with teachers’ work in (3) School Development)
2. Planning for teaching and assessment (link with teachers’ work in (1) Teaching and Learning)
3. Supporting learner learning (link with teachers’ work in (2) Learner Development)
4. Reflecting on and evaluating professional practice (link with teachers’ work in (4) Professional Services
and Development)
The new framework has been prepared for meeting two important changes in current FE practice: (1)
adopting the outcome-based approach to emphasis the specific learning outcomes in FE, and (2) taking into
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