Student Evaluation of Curriculum Content for Effective Beginning Teaching

• In Event: Innovations in Preservice Teacher Education: Evaluation and Assessment

Abstract

Within the context of an Outcome-based learning initiative in Hong Kong, a study was conducted into student teachers’ perceptions of the outcomes embedded in their learning. Research focused on how closely students identified outcomes with intended outcomes, and the degree of importance they assigned those outcomes for professional success. Participants were 76 students in a post graduate diploma course taught in both Chinese and English. Anonymous survey data about outcomes obtained from both language groups were strongly similar for content and importance. Student accurately identified intended outcomes, but made clear and relative value judgments about theory, and local versus global contexts. Practical application outcomes were rated most highly, followed by curriculum and assessment theory. Implications for teacher education are discussed

Authors

• Christopher Charles Deneen, The University of Hong Kong

• Gavin T. Brown, The University of Auckland