BEd&BSocSc

BBED3442; BBED4443; BBED5444

Professional Practicum I, II and III – Liberal Studies

THE UNIVERSITY OF HONG KONG

Faculty of Education

August 202
 BBED3442
BEd &
BBED4443 Professional Practicum I, II and III – Liberal Studies
BSocSc
BBED5444

I. An Overview of Teaching Practicum Arrangement for BEdBSocSc

Student-teachers
The teaching practice is a period of time which allows the student-teachers to attach to schools to
experience and shape an understanding of the meaning of the profession and the contexts for schooling
(Liu, Tan, Hairon, 2014). As an integrated part of the entire BEdBSocSc Programme, teaching practice
provides opportunities for student-teachers to develop their teaching competency through graduated
responsibilities, critical reflections and focused professional conversations. This is also a vital first step
to pave the way for student-teachers to develop from novice to expert teachers.

A. Course Aims
Course learning outcomes (CLOs) and alignment with Programme learning outcomes (PLOs):

Upon successful completion of this course, students should be able to:

CLOs Alignment
with PLOs*
1. plan and implement lessons and units of learning which take into account the relevant 1, 2, 3, 4
curriculum aims, learning theories, teaching methodologies, and the needs and
interests of learners;
2. plan and implement lessons and units of learning which enable learners’ capacities 1, 2, 3, 4
in collaborative and autonomous learning;
3. develop learners’ abilities in critical thinking, collaboration, creativity and other 3, 4, 5, 7
‘learning to learn’ skills;
4. support learner diversity appropriately and effectively; 3, 4, 5, 7
5. display relevant and appropriate subject knowledge, and be able to select, adapt, and 1, 2, 3, 4
present such knowledge to learners;
6. make explicit the learning goals to learners; 3, 4
7. use appropriate language and patterns of interaction to enable learning through 3, 4, 5, 7
effective instructions, explanations, questioning and feedback, taking into
consideration diverse linguistic and cultural backgrounds of the learners;
8. create a safe, affective learning environment to maximize learners’ potential for 3, 4, 5, 6, 7
learning;
9. use learning resources and teaching aids effectively, catering for diverse learning 1, 3, 4, 5, 7
needs;
10. assess and facilitate learning, responding appropriately to diverse learning needs; 3, 4, 5, 7
11. show critical reflections on the strengths and weaknesses of own practices; 2, 4, 5, 6, 9
12. propose and implement changes as a result of reflection to ensure ongoing 2, 3, 4, 6, 9,
autonomous professional development; and 10
13. conduct themselves professionally in the Teaching Practice schools. 1, 2, 4, 6, 9,
10
*Revised in May 2021
Updated matching in June 2018

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B. Practicum Structures
Year 3 (2022-23)
Teaching Practice School Attachment
10 – 14 October, 2022
th th 6 – 10 March, 2023#
th th Any 5 school days#
(Reading Week of 1st Semester; (Reading Week of 2nd Semester; (During the period of
5 school days) 5 school days) Oct 2022 – April 2023)
Suggested Teaching Practice Arrangement
 A pair of student-teachers attached to  Planning and co-teaching 1  Joining school events
a mentor-teacher throughout the class (i.e. approximately 6 to such as Speech Day,
period. 8 lessons** of their major Field Trip, Speech
 *Shadowing their mentor-teacher by subject) with their student- Festival, Sports Day,
observing and assisting (where teacher partner throughout the Parents Day, Staff
appropriate) with teaching in regular period. Development Day,
lessons that are taught by the mentor-  A Faculty supervisor will visit etc. and/or lesson
observations (where
teacher; and, at this time to observe the two
appropriate).
 Participating in school events and student-teachers’ lesson,
assisting the mentor-teacher / school in provide feedback and talk
teaching and administrative-related with the mentor-teacher.
work (where appropriate).
 Throughout the whole TP period (14 Days), student-teachers are expected to co-teach at least 6-8
lessons **.
 Moodle Forum Tasks are organized to create a learning community to enhance and facilitate the
effectiveness of on-site learning! (Details are included in Session II)
 You have to complete ALL the On-site and Moodle Tasks as well as Portfolio Building in order to
Pass the TP Modules. For details, please refer to Session II Guidelines for Teaching Practicum.
 Year3 Students: Student-teachers will normally be visited by university-tutor(s) once in the second TP
week (Advisory Visits).

Remarks:
 *Shadowing a mentor-teacher(s) means to observe and/or attend (where possible) all the activities that the mentor-
teacher(s) do during these 5 school days. This would include all the lessons teach by mentor-teacher(s), attending staff
meetings, assist preparation of materials for lessons and other teacher duties.
 ** One period/lesson is normally referred to teaching time of 40 minutes for secondary schools (the length of lessons
may vary from school to school).
 # For student-teachers who will be doing exchange programmes in the second semester, special arrangement needs
to be done after negotiating with the practicum schools. Inform your TP Supervisor and Programme Coordinator
when the details are available.
 During the first 5 school days, the university tutor/supervisor will be looking for
o STs’ interaction with school pupils, teaching or leading an activity in the capacity of teacher-assistant or as co-
teacher in a lesson and / or in other school learning events;
o STs’ management of a group of pupils in a lesson or in other school learning activities / events;
o STs’ participation and reflective learning during the practicum placement.
 STs will be responsible to arrange the 5 flexi school attachment days with their TP schools. They have to report such
arrangements to the university tutor(s), Programme Office and Partnership Office for record.
 Additional school attachment days can be arranged as make-up days for days missed during the 5-day placement or
5-day attachment due to illness / other legitimate reasons (should have received university tutor’s approval in
advance and supported with relevant documents). Absence without appropriate reasons and communication would
lead to failing of the TP Module.
 Owing to the great diversity of school day arrangement, student-teachers should take initiation to discuss with
University tutor(s) / supervisor(s) the possible arrangement to fulfill the requirements of the TP Module.

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Years 4 & 5
Year 4 Year 5
(10 Weeks in 1st Semester – 3rd Oct to 9th Dec 2022) (8 Weeks in 2nd Semester –
20th Feb to 21st Apr 2023)
 Each individual student-teacher will be allocated to conduct the Teaching Practicum in a school which offers
Liberal Studies/Citizenship and Social Development and/or I.H. / Humanities / Social Sciences subjects.
 In normal circumstances, student-teachers will be allowed to complete their TP in alma mater in either Year 4
or Year 5 and/or school of their choice.
 Student-teachers will not be allowed to conduct their TP in international schools for the Programme is a UGC-
funded one targeting the training of local school teachers.
 Each student-teacher will be arranged 10-12 periods (~40 mins each) of teaching per 5-day week
(approximately 50-70 periods in total). Adjustment is possible with the consent of the school teachers and
university supervisors.
 Year 4 Students: Student-teachers will normally be visited by university-tutor(s) three times throughout the
period (Advisory Visits).
 Year 5 Students: Student-teachers will normally be visited by university-tutor(s) four times throughout the
period (Two Advisory Visits and Two Assessment Visits). Owing to the short duration of the TP period as
well as the complicated school timetabling, student-teachers are reminded to get ready for more frequent
arrangement of the visits, especially advisory visits.
 You have to complete ALL the On-site Tasks and Portfolio Building in order to pass the TP Modules. For
details, please refer to Session II Guidelines for Teaching Practicum.

C. University Tutors
Dr. Eva Chan (Programme Coordinator) Dr. Anthony Cheng
(Years 3 to 5 Supervisor & Coordinator; Year 5 (Years 4 & 5 Supervisor; Year 5 Assessor)
Assessor) Room 410, Runme Shaw Building
Room 413, Runme Shaw Building Email: [email protected]
Email: [email protected] Tel: 2241-5797
Tel: 2219-4193

II. Guidelines for Teaching Practicum

A. Responsibilities of Student Teachers

 Be PUNCTUAL and RELIABLE; arriving at least 20 minutes before the school day begins and
remaining in the school at least 30 minutes after the end of the school day (in case pupils will
approach you for consultation or advice).
 Inform, prior to the beginning of the school day, the mentor teacher and the University-tutor of any
absence
 Adhere strictly to the school’s dress code / policy for teachers
 Show initiative in planning, preparation, and finding resources
 Listen and respond constructively to suggestions for improvement
 Be sensitive to and analyze daily classroom experiences
 Participate as fully as possible in the learning experiences offered at the school, including
extracurricular activities, parent-teacher interviews, student-led conferences, staff meetings, and P.A.
days
 Be involved in the full range of student supervision along with the mentor teacher (e.g., yard duty, bus
duty, on call, hall supervision)
 Plan and implement differentiated learning programs to accommodate the full range of student needs
 Be flexible and adaptable to school, classroom, and student demands
 Participate in all elements of classroom assessment on an ongoing basis

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 Maintain close contact with the university-tutor

B. Preparation, Implementation and Reflection

i) General Guidelines (Logistics under normal school situations)

(1) On-site Teaching Activities / Tasks

 Ensure that your university-tutor / supervisor supervising your practicum has your updated
school timetable (indicate clearly whether it is winter/summer time) and school calendar, the
address (both in English and Chinese) and a map showing the route to the school from the nearest
public transportation node (e.g. MTR station, ferry pier, bus stop/terminal, etc.). Use the template
given by your university-tutor to show all the details.
 Send an email to BOTH your TP tutor / supervisor and Programme Coordinator to notify
any change in timetable / school calendar / classroom as soon as you can. At the same time,
update the information files on Moodle. This is student’s responsibility to provide full and
accurate school and class information as well as all the changes made. Inaccurate
information may lead to failure or delay of the practical teaching visits.
 Notify the school Principal and mentor of the supervisory / assessment visit(s).
 Notify the school gatekeeper / security unit and general office the date, time and purpose of the
school visit conducted by your university-tutor / supervisor. If necessary, check if parking is
available.
 Check email frequently and regularly (at least twice a day). Respond to your university-
tutor’s message. Please note that your university-tutor will use the HKU email address
indicated in the Faculty Moodle system.
 Given the short duration of your TP periods, you will be notified of the exact time of visit in
advance, normally 3 to 4 days in advance (unless there are exceptional circumstances).
 You are required to submit a detail lesson plan AND the learning materials at least TWO
working days before the proposed visit. Use the TEMPLATE of lesson plan attached in this
Handbook. Indicate clearly whether the learning materials are your own work.
Submission Methods: (a) Email them to your University-tutor; AND
(b) Upload them onto Moodle.
 To demonstrate your competence in designing and implementing the curriculum, and the
effort of actualizing the spirit of issue-enquiry learning in Liberal Studies, you are normally
required to prepare your own teaching and learning materials when an assessment visit is
conducted. Please discuss with your mentor and explain to him/her about this requirement.
(Refer to Appendix I for the Updates)
 Note that the date and time of the scheduled visit normally cannot be changed unless critical and
urgent incidence has happened, and you must discuss and seek approval from your university-
tutor / supervisor far in advance.
 In case you are sick and have applied for sick leave from the school in the day of the proposed
visit, you MUST inform your university-tutor(s) (both your TP advisor and Programme
Coordinator) as early as possible. Submit the medical certificate afterwards. Fail to submit
medical certificate in assessment visit(s) will lead to failure of the TP Module.
 During the visit:
(a) provide your university-tutor / supervisor with somewhere to sit in the class being visited;
and
(b) your university-tutor / supervisor may walk around when the pupils are engaged in tasks
 There will be post-observation discussion after the lesson. Find a place where this can be
conducted privately. In case the discussion cannot be conducted right after the lesson, it will
normally be held as soon as possible at the University
 The university-tutor will prepare written comments based on the observations made. You will be
provided with a copy of the comments. Please note that the comment sheets are for you to keep
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as reference. They should not be disseminated without the consent of your university tutor /
supervisor. Scan your comment sheet(s) and upload them onto Moodle.
 Complete the post-observation discussion review and self-reflection (use the template attached
in this Handbook), email it to your university-tutor AND upload it onto Moodle within TWO
working days of the visit.
 You are required to follow strictly the instructions / guidelines given by the Teaching
Practicum School. On-site tasks may include, e.g. teaching and learning duties / activities,
extra-curricular activities and school functions (Sports Day / Staff Development Day / Music
Contest / School Open Day / Swimming Gala / School Picnic / Parents Day / etc.).
 Your performance of teaching practicum is considered based on the following aspects (Refer
to Appendix I for the Updates):
a) quality of the lesson plans (Planning Stage);
b) quality and originality of the learning & teaching and assessment materials prepared for the
lessons (Planning Stage);
c) teaching and learning effectiveness of the lessons (Implementation Stage);
d) collaboration with your partner / school teachers;
e) post-observation discussion review and self-reflection (Reflection Stage);
f) punctuality in submitting the above documents (Across the THREE Stages) via BOTH email
and uploading onto Moodle; and
g) professional attitudes demonstrated throughout the TP period.

The teaching practice performance will take into account performance beyond the
particular lessons visited. You are reminded to keep hard copies of your work in organized
file(s) for illustration. These documents are proof of your own professional growth.

 To complete the lesson observation, make sure that all the relevant documents (lesson plan,
learning and teaching materials, post-lesson observation reflection) are sent to your
university tutor/ supervisor and uploaded onto Moodle before the deadlines. Failure to meet
this requirement will lead to an “incomplete status” / a fail grade for the visit.
 Student-teachers must get a PASS in all the visits in order to pass the TP Module.

Remark: Please be reminded that the arrangement and expectations set above will be updated with
reference to the newly introduced instructions in time of the special arrangement of TP.

(2) Year 3 Students (2022-23) – Moodle Forum Discussion

During your Teaching Practice, please upload authentic cases or teaching experiences that you
want to discuss or to share with your classmates. Generate the learning issues or inquiry questions
for on-going collaborative problem solving. You need to complete the following tasks
successfully in order to get a Pass in this TP Module!

Period Moodle Forum Discussion Tasks Remarks

st
1 Reading  You will be engaging in a 5-day  Each of you should upload AT LEAST ONE
Week authentic school life. Since your main case / critical incident.
task is to shadow your mentor, you will  Suggest inquiry questions to guide the
have ample space to observe how a discussions.
school functions. Identify an authentic
case / a critical incident that you find  Analysis should be done with reference to
interesting and meaningful to discuss relevant literature.
further with your classmates.  You should play the roles as an inquirer as well
o Analyze the case / incident / as a forum discussion manager to manage the
experience by integrating the reasonable development of the discussions.
theories or concepts that you have
learnt in the 4 Integrated Modules.

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o Suggest inquiry questions and offer  Below are some questions you may consider
your views. using to kick off the process:
o Invite classmates to join the o How was student interest generated?
discussion to share their comments / o What questioning levels/communication strategies were
advice. effectively used?
o How was student attention monitored?
 Read any of the cases / critical incidents o What specific positive behaviors were recognized?
/ teaching experiences uploaded by your o What lesson / curriculum planning was necessary?
classmates. o How was time allocated within the lesson?
o Apply the theories and concepts you o How positive were interactions with students?
o How effective were materials used?
learnt to analyze them. o How were the needs of individual students met?
o Suggest and discuss effective o How were lesson objectives accomplished?
strategies followed by new inquiry o How was the Program of Studies used in lesson planning?
questions. o What were the strongest and weakest aspects of this lesson?
o What cooperative learning strategies were particularly
2nd (Reading)  With reference to the new inquiry effective or problematic?
Week and 5- questions generated during the o Was the lesson planned sufficiently in advance to receive and
day School discussions, continue to observe and act upon constructive feedback from the Mentor Teacher?
collect relevant evidence to verify the o What was the most successful aspect of this lesson?
Attachment o What should be repeated or kept in the lesson?
situations / effectiveness of the
o What might be done differently?
strategies. o How could this lesson be modified to expand learning?
 Raise unresolved issues / questions that o What additional resources or materials would have enhanced
you would like to experiment or go this lesson?
deeper during Year 4 Main Teaching o How could objectives and new concepts have been made
clearer?
Practice. o How did students demonstrate learning?
 Suggest a new case / experience that o In what ways could students have been more active
you would like to continue the participants in this lesson?
discussions. o What additional follow-up activities would have allowed
learning from the lesson to be practiced, increased, or
generalized?
Remarks  Owing to the great diverse arrangement of the TP periods among student-teachers, the University tutor(s) will
advise you the deadline for completing the above tasks via emails.
 Students have to check emails frequently and regularly to get the most update instructions.

Moodle Tasks Deadlines (2022-23)*

First Reading Week TP 21st October 22
Second Reading Students who have to apply for study leave in 2nd semester 23rd December 22
Week TP plus 5 Students who do not have to apply for study leave in 2nd 24th March 23
Flexi Days semester

ii) Teaching Practicum Portfolio Building (Programme) and Management

This piece of work serves as a hurdle requirement for the TP Modules throughout the three
years of study. You must complete it successfully in order to get a PASS in TP Module.

(1) Purposes

You are required to develop and keep a proper record of your work during the Teaching Practicum
periods over the three years of study. This is an important process as the portfolio
• represents a student's range of performance;
• emphasizes what a student have achieved;
• represents a student's progress over time;
• engages students in establishing ongoing learning goals and assessing their own progress
towards those goals;
• measures each student's achievement while allowing for individual differences between
students in a class;
• addresses improvement, effort, and achievement;
• allows for assessment of both process and product; and
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• links teaching and assessment to learning.

(2) Possible Composition of the Portfolio

You are suggested to build up a Showcase Portfolio, which is designed to demonstrate and display
your best quality of work! This can be highlighting your success, your failure (but you learned most),
or to showcase a variety of accomplishments you have achieved throughout Teaching Practicum. All
in all, the work to be included would make you proud!

To build up a showcase portfolio, you need to be selective. You are NOT expected to submit a subject
file which consists of all the work you have prepared during TP. You should be ready to justify why a
certain piece of work is included and demonstrate what you have gained from it. The entries should
best be evidence-based and/or relate to the critical incidents you have encountered. Be ready to
attach a piece of reflective writing for each entry to share with the readers why it is chosen.

Below is a possible framework that you may consider to structure your Portfolio. They are suggested
based on the kinds of activity related to your school duties and responsibilities. These aspects of
concerns could be built upon the critical incidents identified throughout the period of TP / e-TP.

• Planning and preparation for teaching

o Subject curriculum and its latest development
o Teaching a lesson / a sequence of lessons / a unit / a semester
o Teaching content
o Development, selection and use of teaching materials / resources
o Learning and teaching approaches to reveal the salient features and organization of content
and materials
o Samples of pupils’ work / feedback
o Assessment of learning
o Post-teaching self / peer evaluation
o Pupil evaluations
o Discussions with mentors / colleagues / university tutors

• Self analysis of teaching a lesson

o Lesson / unit structure and organization
o Language and learning
o Explanation and giving instructions
o Questioning
o Teacher and pupil interactions
o Classroom management
o Use of resources / special room

• Knowing pupils to enhance learning

o Individual differences
o Diverse learning needs
o Learning styles
o Thinking styles
o Motivation

• Theory-practice Integration
o Exploration and analysis with reference to the theoretical underpinnings:
 Mission and vision statement of school
 School Yearly Plan / Action Plan
 Language policy

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 Changes bring about by Education Reform / School Comprehensive Review

 Diverse learning needs
 Guidance and counseling
 Extra-curricular activities
 Discipline management
 Roles and responsibilities of Class Teacher / Subject Head / Middle Manager / School
Head

• Critical Reflective Teaching

o Keeping reflective journals and Moodle Forum Discussions
 Relating theories to practice
 Discussions with peers / colleagues / university tutors
 Critical reflections on significant / critical incidents
 News relating to educational issues
 Personal teaching philosophy based on / related to reflection on issues of the above
sections
Adapted from PGDE SDL Handbook (2014)

Below shows another list of possible entries for your considerations. They can be beyond the
experiences directly obtained from the TP/e-TP activities.
 Summaries of qualifications undertaken and the grade/outcome attained.
 Summaries of professional experience
 Logs of formal training attended
 Reflections on impact of training on your development
 Logs of specialist conference or seminar attendance
 Reflections of conference/seminar attendance on your development
 (Critical) incidents within practice that are subject to reflection
 Reflective journal entries
 Reflective model templates
 Completed reflected models
 Evidence of continuing professional development
 Self-evaluations of skills (e.g. surveys, questionnaires or audits)
 Evidence of personal qualities and attributes
 Practice case studies
 Critical reviews of pertinent research literature
 Critical reviews of information for practitioners (e.g. leaflets or handbooks)
 International, national or local protocols or procedures
 Service or business reports
 Course assignment self-evaluations and feedback
 Action plans and reports
 Presentations you have delivered
 Performance appraisal documentation
 Positive feedback from colleagues, trainers, tutors or service users/patients
 Developmental feedback from colleagues, trainers, tutors or service users/patients
 Reflective essays or assignments
(Adapted from https://study.sagepub.com/education/education-all-phases/bolton-with-delderfield-reflective-practice)

(3) Definition of learning activities involved in producing portfolios and subcategories of each learning
activity (Refer to Appendix 1)

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(4) Rubrics that can be used to self-evaluate the quality of the Portfolio

Criteria Excellent / Exceeds Good / Meets Satisfactory Does not meet

Expectations (A) Expectations (B) Performance / Expectations (D)
Partially meets
Expectations (C)
Demonstration  The clear and incisive  A comprehensive  A statement of  The statement of
of Learning – statement of learning statement of learning outcomes, learning outcome
contain selective, outcomes that reflected learning outcomes yet the outcomes does not reflect the
relevant and comprehensively the that reflected the reflected the key key dimensions of
appropriate key dimensions of the key dimensions of dimensions of the the professional
materials and professional the professional professional competence of
artifacts that competency of teachers competency of competency of teachers well.
support the in a stage-appropriate teachers. teachers in a rather  The artifacts are not
demonstration of manner.  Includes partial manner. appropriate, and/or
learning outcomes  The artifacts presented appropriate  The artifacts are not adequate enough to
is convincing, with artifacts that fully supported by / reflect the learning
strong and relevant support the connected to the outcomes.
support for the demonstration of learning outcomes.
demonstration of the learning outcomes.
learning outcomes.
Evidence of  The portfolio provides  The portfolio  The portfolio  The portfolio shows
Learning – the clear evidence of adequately artifacts are not little / no evidence of
prior learning learning that tied to documents sufficient and / or learning tied to sound
experiences have sound and relevant learning that tied barely tied to sound and relevant
resulted in educational theory. The to sound and and relevant educational theory.
learning tied to evidence allowed the relevant educational theory.
relevant sound operationalization of educational theory
education theory more generalized
theories/concepts into
specific understandings.
Reflection on  The portfolio  The portfolio  The portfolio  The portfolio
Learning – demonstrates substantial provides relevant provides inadequate provides little or no
demonstrates self- depth and critical evidence of evidence of reflection evidence of reflection
evaluation and reflections upon how reflection (deep (/reflection remains to maximize learning
critical reflection the learning experiences and analytical) to superficial) to aligned with the
in examining what can be conceptualized, maximize learning maximize learning expected learning
produced the deepen student’s aligned with the aligned with the outcomes.
positive growth achievements of the expected learning expected learning
and expertise expected learning outcomes. outcomes
building. outcomes.
Presentation –  The portfolio is well-  The portfolio is  Most of the expected  Deviates from the
align with the organized, with all well-organized entries are included; assembly instructions
expectations of a critical elements; with all critical quality of written, (declared one) with
showcase learning is well- elements; quality visual / digital critical elements not
portfolio; documented with of written, visual / presentation does not included; the quality
inclusion of writing and production digital meet undergraduate of written, visual /
required skills that qualifies an presentation is standards; errors are digital presentation is
elements; outstanding showcase competent. common throughout full of problems or
presented in a evidence of learning. the work. errors.
clear, logical and
well-organized
manner.

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References:
Johnson, R.S., J. Mims-Cox, S. & Doyle-Nichols, A. (2010). Developing portfolios in education: a guide
to reflection, inquiry, and assessment. Los Angeles: SAGE.
Mahmood, M.K., Kalsoom, Q., Dilshad, M. & Butt, I.H. (2014). Professional development portfolio: A
tool for student teachers’ development. Journal of Educational Research, 17(1), 60-76.
Mansvelder-Longayrou, D.D., Beijaard, D. & Verloop, N. (2007). The portfolio as a tool for stimulating
reflection by student teachers. Teaching and Teacher Education, 23, 47-62.

Reminders:
(1) There is no specific format to prepare a portfolio. Yet, student-teachers should select
appropriate content to demonstrate their growth in professional knowledge and practices in the
portfolio.
(2) You are suggested to set up learning objectives for your portfolio before engaging in the TP
activities and/or duties. You are encouraged to discuss with your tutor the expectations before
starting.
(3) Include a proper content page, index labels, etc.
(4) Be selective when deciding what to include. Be ready to justify the choices.
(5) Make sure that the Portfolio can provide quality evidence to show your professional growth.
(6) Be tidy (not fancy)!

Portfolio Submission Date (2022-23)

Year 3 – Students who have to apply for study leave in 2nd semester 23rd December 22
Year 3 – Students who do not have to apply for study leave in 2nd semester 14th April 23
Year 4 Students 30th December 22
Year 5 Students 12th May 23

iii) Professional Conduct and Behaviour

(Extracted from BEd&BSocSc Curriculum Guide pp. 37-39)

During Teaching Practice, you are required to

 show critical reflections on the strengths and weaknesses of own practices;
 propose and implement changes as a result of reflection to ensure ongoing autonomous
professional development;
 conduct yourselves professionally in the Teaching Practice schools. (see “Professional
Requirements” below for details).

(1) Professional Requirements

You should conduct yourselves professionally during your studies and towards staff and students in
Teaching Practice schools. You are required to read, reflect on and follow the two important
documents before attending the compulsory Professional Practicum Orientation:
o “Code for the Education Profession of Hong Kong” proposed by the government’s Education
Bureau, at http://cpc.edb.org.hk/en/code_01.htm.
o “Towards a Learning Profession: The Teacher Competencies Framework” proposed by the Advisory
Committee on Teacher Education and Qualifications by visiting the website of Committee on
Professional Development of Teachers and Principals (COTAP)
http://www.edb.gov.hk/attachment/en/teacher/qualification-training-development/development/cpd-
teachers/ACTEQ%20Document%202003%20-%20Eng.pdf (pp 24-41). You are particularly asked
to observe the Threshold level of descriptive performance in the core domain ‘Professional
Relationships and Services’ which has close relation to professional attitudes and behaviours.
o Unified Standards for the Teaching Profession https://www.cotap.hk/index.php/en/t-excel-hk/t-
standard-introduction

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Teaching Practice schools will be asked to assess your professional conduct during
professional practicum. Please refer to the “Feedback on the Professional Performance of
Student-Teacher” form in the Teaching Practice Handbook. Feedback from the Teaching
Practice schools will be taken into account in determining the result for your performance
in Professional Practicum I, II or III under Professional Practicum.

You may be suspended from and/or fail Teaching Practice for:

 behaviour considered by the Faculty or the Teaching Practice school, after due investigation,
to be threatening or harmful to school students, teachers, fellow student-teachers or the
school; or
 conduct considered by the Faculty, after due investigation, to be unprofessional* particularly
when it is the subject of a serious, substantiated complaint from the Teaching Practice school.

* Professional conduct includes such aspects as:

o Punctuality and attendance;
o Notifying the school immediately if sick
or otherwise unable to attend school /
classes;
o Appropriate dress and appearance (/
following school’s dress code for
teachers);
o Following school regulations;
o Respecting school property;
o Respecting copyright on print materials
or software;
o Carrying out all duties assigned by the
school by the deadlines given;
o Fair and careful setting and marking of
tests and assignments;
o Maintaining a safe environment for
students in class;
o Dealing with students in a non-
discriminatory and respectful way, and
avoiding favouritism;
o Maintaining only professional contact
with students;
o Being polite and respectful towards
school staff.

Such a decision would not be taken by one

university tutor / supervisor alone, but
would be made in consultation with the
Division Head, the Programme Director
and the School-University Partnerships
Director.

Please refer to the Teaching Practice Handbook prepared by the School-University Partnerships
Office of the Faculty for details.

(2) Signing of “Commitment to Observe Professional Ethics”

To ensure that you have read the Professional Ethics relating documents (in particular “Code for the
Education Profession of Hong Kong” and “Towards a Learning Profession: The Teacher
Competencies Framework”) and observe the professional ethics mentioned, you are required to sign
the form below and take action accordingly.
Note that the form attached here is yet to be updated!
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(3) Feedback on the Professional Performance of the Student-Teacher

To gain a better understanding of your performance at school, the school-head will be invited to
complete the following assessment form and return to the university tutor via Partnership Office.

The University of Hong Kong

Faculty of Education
Feedback on the Professional Performance of the Student-Teacher
(to be completed by the Principal or the Practicum Co-ordinator)

Name of Student-teacher:
Name of Placement School:
Name of Major Methods tutor:
Course:

Please circle the descriptor that best describes the student-teacher's professional performance under each area
(S = Satisfactory US = Unsatisfactory) :

1. Punctuality and attendance, including notifying the school immediately if sick or otherwise S / US
unable to attend school / classes;
2. Following school regulations, including appropriate dress and appearance; S / US
3. Respecting school property and copyright on print materials or software; S / US
4. Carrying out all duties assigned by the school by the deadlines given; including fair and S / US
careful setting and marking of tests and assignments;
5. Maintaining a safe environment for pupils in class; and being polite and respectful towards S / US
school staff;
6. Maintaining professional contact with pupils; dealing with pupils in a non-discriminatory S / US
and respectful way, and avoiding favouritism;

If you feel the professional conduct of the student-teacher was completely unsatisfactory in any area, please give further details
for our consideration:

Our school confirms that we have informed or discussed with the student-teacher the above-mentioned unsatisfactory
behavior. (Please confirm by putting a “” in the check box)


Signature of Principal/Practicum Co-ordinator* :

Name of Principal/Practicum Co-ordinator* :
Name of Mentor-teacher consulted :
Date:
We would be grateful if you would return the completed feedback form to the School-University Partnerships Office,
Faculty of Education, HKU by email ([email protected]) or by fax (2548 0375) on or before <Deadline>
*Please delete as appropriate

If you wish to bring any unstatisfactory behavior of student-teachers to our Faculty’s attention, please feel free to inform us by returning
this form at any time during teaching practice for our further action.
If we have not heard from you after the deadline, the performance of the student-teacher(s) will be regarded as satisfactory.

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Appendix A Descriptors relating to Teaching Practice (Revised in Aug 2018)

The following descriptors are used to help assess your teaching practice performance. You may use them to
appraise yourself at different time during the programme to monitor your own professional development. They
are not meant to be an exhaustive checklist, but to illustrate what might be sought.

Professional Practicum – Students’ performance in Professional Practicum will be assessed on three key
parameters: (1) Classroom Teaching; (2) Professional Conduct; (3) Reflection.

Levels of Performance and Descriptors1

A. Classroom Teaching2
Distinction3 Pass Fail4
Student-teachers receiving a Student-teachers receiving a pass Student-teachers receiving a fail grade
distinction grade consistently grade are able to engage learners show little or no ability to engage
show the ability to engage by fulfilling the Professional learners in their lesson(s) and so do not
learners in almost all parts of their Practicum Learning Outcomes in fulfill the Professional Practicum
lesson(s) by fulfilling the some parts of their lesson(s). Learning Outcomes. There is little or no
Professional Practicum Learning There is evidence of evidence of one or more of the
Outcomes. There is very strong  effective planning and following:
evidence of pedagogy;  effective planning and pedagogy;
 effective planning and  relevant and appropriate  relevant and appropriate knowledge
pedagogy; knowledge of the subject; of the subject;
 relevant and appropriate  appropriate in-class  appropriate in-class interactions and
knowledge of the subject; interactions and responsiveness;
 appropriate in-class responsiveness;  the construction of an environment
interactions and  the construction of an that is supportive to learning and
responsiveness; environment that is learners.
 the construction of an supportive to learning and Additionally, they demonstrate little or
environment that is learners. no evidence of critical self-reflections
supportive to learning and Additionally, they demonstrate about lesson performance, and the
learners. some evidence of critical self- ability to propose appropriate strategies
Additionally, they demonstrate reflections about lesson for improvements, both orally and in
very strong evidence of critical performance, and the ability to writing.
self-reflections about lesson propose appropriate strategies for
performance, and the ability to improvements, both orally and in
propose appropriate strategies for writing.
improvements, both orally and in
writing.
B. Professional Conduct5
Satisfactory6 Unsatisfactory7
They have conducted themselves professionally during the assessment They have not conducted themselves
period. professionally during the assessment
period, despite repeated reminders.
C. Reflection about Professional Development8
Satisfactory6 Unsatisfactory
Student teachers demonstrate the ability to reflect about their ongoing There is little or no evidence that they
professional development across teaching practice in order to become are able to reflect about their ongoing
a reflective practitioner. There is evidence of: development as a reflective practitioner.
 reflection about their developing teacher knowledge, skills,
and roles within the school and wider community;
 development of theories of teaching and learning generally
and in their subject area;
 identification of their needs for professional development,
possible ways to meet such needs, and working towards their
own improvement.

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Notes:
1. The descriptors of the different levels of performance should be applied and interpreted in light of the current set of
Professional Practicum Learning Outcomes. In cases where a student-teacher is supervised by more than one supervisor,
the supervisors concerned should discuss their observations and come up with one practicum grade that most truly reflects
the student-teacher's overall performance.
2. Evidence of Classroom Teaching assessment should be based on the student-teacher's performance in the lesson(s)
officially supervised by part-time or full-time supervisors from the University and all the related documentation,
including lesson and unit plans, teaching materials and resources, and written and oral reflections after the lessons.
3. For BA&BEd(LangEd) programme, classroom teaching in Professional Practicum I is assessed on a pass/fail basis and
Professional Practicum II & III on a distinction/pass/fail basis. For BEd&BSc and BEd&BSS programmes, classroom
teaching in Professional Practicum I & II are assessed on a pass/fail basis and Professional Practicum III on a
distinction/pass/fail basis. For PGDE, classroom teaching in Professional Practicum is assessed on a distinction/pass/fail
basis.
4. In principle, a student-teacher should obtain at least a Pass in ALL assessed Classroom Teaching supervision visits.
5. Evidence of Professional Conduct assessment should be based on official feedback collected from the Practicum School
principal, Professional Practicum coordinator(s), mentors, and the University supervisor(s).
6. An overall ‘Satisfactory’ evaluation of the student-teachers’ Professional Conduct and Reflection about Professional
Development is a requisite for the student-teachers to attain an overall Pass or above for the Professional Practicum.
7. In any case of Unsatisfactory report/feedback/evidence on the Professional Conduct of a student-teacher, a Case
Conference will be conducted with the presence of the student-teacher concerned, the respective University supervisor(s),
the relevant Programme Director and/or Deputy Programme Director, the Partnership Office Director, and the Associate
and/or Assistant Dean(s) (Teaching and Learning).
8. Evidence of Reflection about Professional Development should be based on various reflective tasks for example, a
teaching practicum portfolio, an e-portfolio, and/or a final written reflection covering a students' wider learning during
the practicum.

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Appendix B 14 Key Components in Liberal Studies Curriculum Planning

1. Issue-enquiry-based
2. Complex & controversial issues
3. Concept-related curriculum design
4. Interconnectedness of the key issues and concepts
5. Critical analysis for deep understanding (with theoretical framework)
6. Interdisciplinary knowledge and enquiry
7. Evidence-based enquiry
8. Multiple perspectives investigation
9. Global vs local phenomena / trend / beliefs & practices
10. Historical vs contemporary beliefs & practices
11. Societal vs personal views & arguments
12. Collective vs individual understanding & value judgment
13. Student-focused / Open-ended / Interactive / Collaborative design
14. New enquiry on evolving patterns & unresolved problems

Proposed by Dr Loretta Ho and Dr Eva Chan

You are strongly encouraged to assess your learning and teaching materials prepared for the
TP by using the above list of key components.

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Appendix C A Simple Guide (Questions) to Lesson Observation

Before Observation ~ Gaining information from subject teacher + Self preparation

1. What can be the objectives for the class? What can students gain from this session?
2. What are expected from students in order to reach lesson objectives?
3. What teaching methods will the teacher use? What is his/her role in the learning and teaching
process?
4. What have students been asked to do to prepare for this class?
5. What was done in earlier classes to lead up to this one?
6. Will this class be generally typical of my teaching? If not, what will be different?
7. Is there anything in particular that I can focus on during the class?

During Lesson

Subject Knowledge
1. Does the teacher exhibit mastery of the content?
2. Is the depth and breadth of material covered appropriate to the level of course and group of
students?
3. Does material covered in this class relate to the curriculum and overall goals?
4. Does the teacher emphasize a conceptual grasp of the material?
5. Does the teacher incorporate recent developments in the subject? Is the content presented
considered important within the subject and within related subjects?

Organization and Clarity

1. Structure: Is the teacher well prepared for class? Does the teacher provide an overview of the
class? Is the sequence of content covered logical? Is the teacher able to present and explain
content clearly? Does the teacher provide transitions from topic to topic, make distinctions
between major and minor points, periodically summarize important concepts or ideas in the
lecture? Does the teacher use examples and illustrations to clarify difficult or abstract ideas?
2. Teaching Strategies: Are the teaching methods appropriate to the objectives of the class? Is the
teacher able to vary the pattern of instruction through movement gestures, voice level, tone and
pace? Does or could the teacher use alternative methods such as media, discussion, lab,
questioning? Is the boardwork legible and organized? If appropriate, does the teacher use
students' work (writing assignments, homework problems, etc.)? [Is] the use of various teaching
strategies (lecture, handouts, media) effectively integrated?
3. Closure: Does the teacher summarize and integrate major points of the lecture or discussion at
the end of class? Are homework or reading assignments announced hurriedly?

Student-teacher Interaction
1. Discussion: How is discussion initiated? Are the purpose and guidelines clear to students? Does
the teacher encourage student questions?
2. Question Types: Are questions rhetorical or real? One at a time or multiple? Does the teacher use
centering questions (to refocus students' attention), probing questions (to require students to go
beyond a superficial or incomplete answer), or redirecting questions (to ask for clarification or
agreement from others)?
3. Level of Questions: What level of questions does the teacher ask? (Lower level questions
generally have a "right" answer and require students to recall or list facts. Higher level questions
ask students to generalize, compare, contrast or analyze information.)
4. What is done with student questions: Are questions answered in a direct and understandable
manner? Are questions received politely or enthusiastically?
5. What is done with student response: How long does the teacher pause for student responses
(formulating answers to difficult questions takes a few minutes)? Does the teacher use verbal
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reinforcement? Is there a non-verbal response (smile, nod)? Is the teacher receptive to student
suggestions or viewpoints contrary to his or her own?

Presentation and Enthusiasm

1. Does the teacher demonstrate enthusiasm for the subject? For teaching?
2. Can the teacher's voice be easily heard?
3. Does the teacher raise or lower voice for variety and emphasis?
4. Is the rate of speech too fast or slow? Is the rate of speech appropriate for notetaking?
5. Does the teacher maintain eye contact with students?
6. Does the teacher use facial expressions, posture, or motion to sustain student interest?

Student Behavior
1. What are note-taking patterns in class (do students take few notes, write down everything, write
down what teacher puts on board, copy each other's notes in order to keep up with lecture)?
2. Are students listening attentively, slumped back in desks, heads on hands?
3. Are there behaviors that are outside of the mainstream of class activity (random conversations
among students, reading of materials not relevant to class)?
4. Has the teacher taken any action to deal with off-task behaviours? Is the action effective? Why?

Overall

1. What did you like most about this particular class and/or the teacher's teaching effectiveness?
2. What specific suggestions would you make to improve this particular class and/or the teacher's
teaching effectiveness?
3. Overall speaking, what did you learn from this lesson?

Adapted from: http://teachingandlearning.illinois.edu/pdf/Sorcinelli_Observation_Guide.pdf

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Appendix D Lesson Plan Template

The University of Hong Kong

Lesson Plan
BEdBSocSc (Year ___) (20 ___ - 20 ___ )

Name: University Number:

School:

Date: The Essential (Key) Question for the lesson

Time:
Sub-questions

Theme: The Organizing Idea / Key Concepts

Topic: Learning Objectives / Expected pupil outcomes*

1. Knowledge
Topic taught last lesson 

2. Skills (be specific of the distinctive skills of the lesson)


Class/Level:
3. Values
No. of Pupils 

Character of class: *Please make them as distinctive or specific to this particular lesson as possible. Use proper behavioral
terms in expressing the learning objectives.

SET/INTRODUCTION ( minutes)

DEVELOPMENT ( minutes)
Time Objectives Teacher Activities Pupil Activities Remarks
(mins) Check (Teacher does) (Pupils do) (e.g. AV aids,
(Must refer to the [including guiding questions] classroom setting, sources
objectives set above) of the teaching aids, etc.)

CONCLUSION ( minutes)

FOLLOW-UP WORK/HOMEWORK

Concept map to show the correlations of the key concepts to be learnt by students

How would you answer the key question set for the lesson? Prepare the “suggested answer” in one
page.

*Note that you are required to fill in ALL parts of this lesson plan template in great details when you submit the lesson plan
design for your teaching practice visits.
*Attach the learning and teaching materials when you send out the lesson plan to your tutor. Indicate clearly whether they are
your own design.

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Appendix E Classroom Observation Assessment Form

Classroom Teaching Assessment Form

Student Name: _____________________ Programme: BEdBSocSc Year: _________
Observer: _________________________ School Name: __________________________
Date of Observation: ________________ Class: ______ Subject: Liberal Studies / ___________
Topic: __________________________________________________________________________
 Please record evaluative feedback on ‘areas of strength’ and ‘areas for improvement’ of the student-teacher’s performance in the spaces provided
under each category. Detailed input on subject knowledge, etc. can be provided on separate sheets of paper.
 Original copy to be kept in student portfolio together with lesson plans, self and peer observation records and other evidence of professional
development.

Areas of Strength & Areas for Improvement

I. Planning (the ability to plan the lesson(s) and units of learning with clear and appropriate learning outcomes with reference to the relevant curriculum
aims, learning theories, teaching methodologies, and the needs and interests of the learners.)

II. Knowledge of the Subject & Discipline-Specific Pedagogy (the ability to display relevant and appropriate subject knowledge,
and to utilize discipline-specific methodology to select, adapt, and present such knowledge to learners)

III. Lesson Implementation (the ability to implement the lesson(s) with a variety of teaching/learning/assessment strategies supported by
resources to facilitate learners' capacities in collaborative and autonomous learning, critical thinking, creativity, or other 'learning to learn' skills while
addressing diversified learners needs)

IV. Learning Environment & Learner Support (the ability to establish and maintain a safe, encouraging/supportive, purposeful and
equitable environment with effective classroom routines and procedures to maximize each learner’s potential for learning)

V. In-Class Interactions & Teacher's Responsiveness (the ability to use appropriate voice volume & language of instructions e.g.
explanations of content and learning goals, questioning, feedback-giving) and patterns of interaction to maintain rapport with the students and facilitate
learning, taking into consideration learners' diverse linguistic and cultural backgrounds)

VI. Quality of Reflection in Post-Lesson Conference (the ability to critically reflect on the strengths and weaknesses of own practices;
and to propose plans for improvements)

Overall Comments (overall comments should summarize key performance indicators that justify the grade level attained)

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Appendix F Post-lesson Observation Discussion Reflection

The University of Hong Kong

BEdBSocSc (Year ___) (20 ___- 20 ___)
Post-Lesson Observation Discussion Review
(Submit within two days of visit by email and Upload onto Moodle)

Name: _________________________________ University Number: ______________________________

Observed by: ____________________________Date of Observation: _____________________________
Topic: _________________________________________________________________________________
School: ________________________________________________________________________________

1. What strategies worked well? Why? What were the effects of these strategies on the students?
Any evidence to support your claims?

2. What didn’t work so well? Why? What were the effects of these strategies on the students?

3. What would I do differently if I were to do this lesson again? Why? What would be the
potential effects of these changes on students?

4. What were the most important learning points from today’s supervision?

5. What changes you will take place in your future practice as a result of the
supervisory/assessment visit? What targets will you set for action in the coming few lessons?

6. What were your feelings while being observed? What about during the post-observation
conference?

7. Do you agree, or disagree with the tutor’s comments? In what ways and why? Elaborate
with evidences.

8. Other comments:

*Please write in paragraphs and complete sentences.

*Note that this piece of reflective writing will be assessed as part of your TP grade in the assessment visits.

Submission Date:

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Appendix G A Checklist before you Start Teaching

A Guide to New Teacher

The following checklist may help you to be better prepared before the start of your teaching:

I have:
 met my mentor
 met the other teachers in my department
 met other people who are important (e.g. curriculum master, discipline master, form masters/mistresses of the classes
you will teach)

I now have:
 my time table
 information about the number of pupils in each class
 copies of the school syllabus for all the subjects I teach
 copies of the textbooks used / learning or teaching materials
 information about other resources available
I have checked all the classrooms where I will teach and so I know:
 how many desks in each room
 blackboard or a whiteboard
 where to get chalk / whiteboard markers
 whether there is an OHP / LCD projector / visualizer in each room
 if not, is an OHP / LCD projector / visualizer available if I need one
 how to operate the OHP / LCD projector / visualizer and organize screen for the OHP / LCD projector / visualizer
 where the plugs are in each room
 is an extension cord required
 where the light switchers are
 where to store resources at the end of each lesson
 who to contact for technical support
 whether there are any distractions
I have checked the school policies so I know:
 what to do if I am sick / going to be late
 what to do if a pupil is sick in my class
 what to do when a pupil misbehaves during the class / after the class
 the school’s policy on discipline, e.g. how to deal with a pupil who is late
 how to check the attendance in each class
 what is expected of me, in terms of extra-curricular activities / invigilation during school exams or term tests
 the official starting / finishing tome for staff
 the times that each period starts and ends
 is there any summer time-table
 what to do if I want to make an announcement to pupils after the class
 the dates and times of staff meetings / assemblies / school special events
 what to do if there is a typhoon / red or black cloud hoisted
 the procedures that I need to follow to organize outdoor / out-of-school activities for students
I have checked how I can get resources to help my lesson preparation so I know:
 how to get photo-copying and OHTs made
 where I can work and prepare lessons
 where and if I can get access to a PC / printer / internet service
 what software is held by the school for my subject
 where are the procedures for using this software
 where the school library is and what books the library holds in my subject
 who to contact if I want to use special room (e.g. computer room) to conduct my lesson

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Appendix H Qualities of Novice and Expert Teachers

Novice Teachers … Expert Teachers …

o their reasoning was o are opportunistic and flexible, sensitive to task
characterized by rigidity, need demands and to the social situations;
to adopt a single, homogeneous o represent problems in qualitatively rich and deep ways,
perspective on a problem, by a and are capable of fast and accurate pattern
need to be accountable to recognition;
authorities, and by a lack of o perceive meaningful patterns in the domain of their
sensitivity to how different experience, and although they may begin to solve
contexts call for different kinds problems slowly, they bring rich, personal sources of
of solutions; information to bear on the problems that they are
o concrete in their thinking and trying to solve;
are misled by ambiguity; o are flexible and autonomous in changing
o can easily be misled and representations fast, not rigid in their conceptions and
blocked by the experience of are not misled by ambiguity;
dissonance brought about by o are challenged to reinterpret and reorganize their
new and unfamiliar situations; thinking when they experience dissonance;
o tend to focus on themselves o with reflection on action, they can develop new and
and on their own performance; multiple perspectives on the issue at stake;
o act upon the need to succeed in o excel in a familiar domain and in particular contexts;
fulfilling the perceived o develop automaticity for repetitive operations needed
expectations of outside to accomplish their goals and can infer how to act
authorities; and upon new situations from previous experiences;
o usually engage in short term o are faster and more accurate in their observations; and
planning o often engage in long term planning.

Source: Quality differences between novice and expert teachers after Orland-Barak & Yinon
(2005), Tsui (2003), Berliner (2001; 1994) and Huberman (1993) & Burden (1990).

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Appendix I

BEdBSocSc Teaching Practicum Arrangement (2021-22 onward) –

New/Revised Arrangements in accordance with the Curriculum Change
in Liberal Studies
A. Teaching Practicum in alma mater and/or schools with personal connection

 Students are allowed to approach their alma mater and/or schools with personal connection
for TP opportunities. The principle of limiting such practice in Year 3 TP is suspended until
further notice.
 There are always pros and cons of conducting TP in alma mater. While there are still a lot of
unknowns with the newly revised LS curriculum (Citizenship and Social Development),
students conducting TP in alma mater may allow more flexibility in arranging appropriate
teaching assignments.
 In case students attempt to gain teaching experiences other than LS (and Citizenship and
Social Development), having the TP in alma mater might be more promising.
 Students are advised NOT to have all the TP done in one school only throughout the three TP
periods. They should gain experiences from wider context whenever possible.
 Students should discuss with Programme Coordinator and TP Supervisors before
approaching schools which they have personal connection.
 Final approval for conducting TP in schools out of the central pool must be sought from
Programme Coordinator.

B. Teaching Practicum in LS (and Citizenship and Social Development) and Other

Humanities Subjects
Rationale:
 Reduced LS (and Citizenship and Social Development) teaching hours at schools implies that
meeting the minimum number of lesson (50-70 periods) teaching would be difficult.
 Students show eagerness to teach other PSHE subjects to improve their employability as
school teachers upon graduation.

Guidelines for Practice:

i. This is an option for students and not a mandated arrangement.
ii. All teaching assignments provided by Practicum Schools from central pool will be based on
the replies Partnership Office received. Opportunities for teaching PSHE subjects cannot be
guaranteed.
iii. The total number of LS lessons (and relating subjects like Citizenship and Social
Development, Life and Society) should be 50% or more of the total.
iv. To provide better support for students and to ensure quality teaching in subjects other than
LS (and Citizenship and Social Development), TP Supervisor, with consent from the
students, can arrange maximum one supervisory visit on the subject teaching other than LS
during each TP period.
v. TP Assessment will be done in LS (and/or relating subjects like Citizenship and Social
Development, Life and Society) lessons only.
vi. Students who show interest to teach subjects other than LS (and/or relating subjects like
Citizenship and Social Development, Life and Society) must meet all of the requirements
below:
 Expertise:

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a. Students must be either majoring or minoring in the proposed teaching subject.

Programme Coordinator and TP Supervisors will assess if students are well-
qualified in terms of subject content knowledge to teaching the subject.
b. Students’ DSE performance on the subject will be taken as reference.
c. The following courses are designed and now available to support students teaching
PSHE subjects. Students are advised to complete them before taking part in PSHE
teaching at TP schools:
 BBED3245 Social Sciences and Humanities Education in Practice: Local and
International Perspectives
 BBED6761 Geography Education in Practice: Local and International
Perspectives (an elective course to be offered in alternate year)
 (Advanced courses in PSHE Education – To be offered as elective courses when
needed)
 School’s agreement and Programme Coordinator’s approval must be sought before the
start of the Teaching Practicum.
(Remark: TP Schools have no obligation to provide such opportunity for students to
teach subjects other than LS (and/or Citizenship and Social Development). In case TP
schools reject the request to provide teaching opportunities in PSHE areas, students
cannot use this as a reason to reject the TP school arrangement and/or request for
another TP school from the central pool.)

C. Assessment Criteria (Planning and Implementation Stages)

a) Reference will be made to the corresponding official subject curriculum documents (Liberal
Studies / Citizenship and Social Development) and its guiding principles in Teaching and
Learning.
b) With the school and mentor's approval, students are expected to design their own learning and
teaching materials for all the advisory and assessment visits. Students are required to
communicate with their TP supervisors the schools’ situation.
In case there is limited room for students’ own design of lesson materials, they are expected to
exercise professional judgement in adapting the materials to the classroom teaching.
c) Judgements on students' performance will be made with reference to individual school's context
(school policies and guiding principles on learning and teaching, etc.) as the space for exercising
professional judgement may vary.
d) Baseline for judging the qualities of a lesson design and its implementation:
i) an inquiry-inductive way of learning and teaching is adopted;
ii) attempts are made to problematize the ideas / concepts / topics to be taught and school pupils
are guided through to work out solutions;
iii) quality data / supporting learning materials (as inputs) are provided to facilitate the inquiry
process;
iv) the learning objectives, instructional design and assessment tasks are aligning with each other;
v) concepts to be taught are logically sequenced and presented.

D. Official Letter to indicate the Teaching Assignments during Teaching Practicum Periods
(For Years 4 & 5 Only)

Rationale
 To provide supplementary information for future employers (schools) for reference.
 To support graduates’ job hunting exercise in the education field when teaching experiences
in areas other than LS (and/or Citizenship and Social Development) is beneficial.

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 BBED3442
BEd &
BBED4443 Professional Practicum I, II and III – Liberal Studies
BSocSc
BBED5444

Record of Teaching Assignment during TP

 To ensure accuracy of the teaching assignments arranged for students during TP, it is
students’ responsibility to include all the necessary information and reflect them on the TP
Timetables required by the TP Supervisors.
Also, a return the form, with the signature of your school mentor indicating the teaching
assignments allocated to you throughout the TP period, will be required when students have
to apply for the official letter.
 The latest version of the TP Timetable must be uploaded onto the corresponding Moodle
course room for record before the completion of TP. This is a serious document to prove the
accuracy of the information required for the letter.
 The details of the teaching assignments will be shared with Partnership Office and stored in
the corresponding database for record.
 The letter will be prepared based on what are shown in the database.
 To avoid confusion, students should keep their own timetable records and/or school
documents as proofs.

Remarks
 The official letter will be provided upon application and supported with full set of documents
indicating the information stated above only. Students shoulder the full responsibility to
provide accurate information. TP Coordinator and Supervisors reserve right to reject the
application when the required information and proof cannot be provided.
 The official letter serves as a proof of the teaching assignments students have completed
during TP periods only.
 Despite the fact that there is no specific requirement set by EDB the qualification needed for
teaching any PSHE subjects, the letter cannot be used as a proof / claim of the qualification,
if any, students can acquire in any particular PSHE subject teaching during TP.

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