The roles of supervised teaching practice and peer observation in teacher education in Hong Kong: implications for partnership

Abstract

This paper examines the views of student teachers in Hong Kong on two mechanisms – supervised teaching practice and onsite peer observation (OPO) – which involve school–university partnership. Data were collected by using self‐administered questionnaires (n = 59) and semi‐structured interviews (n = 40). Results of the study indicated that student teachers regarded the two mechanisms as contributing to their learning and professional development. However, they highlighted a lack of school support for conducting OPO. Findings are discussed with reference to existing models of school–university partnership pointing to the possible existence of some aspects of a university‐led model in which the university takes a dominant role in teacher education. Recommendations are made to formalise the operation of OPO in schools and to initiate a dialogue and cooperation between the participating parties involved in OPO so as to better facilitate student teachers' learning within a supportive school–university partnership.

Keywords:

• supervised teaching practice
• onsite peer observation
• teacher education
• partnership
• student teachers