Abstract
Traditional teacher education emphasizes the training of teaching skills. This often leaves student teachers with a perception that one can teach simply by following set procedures. Worse still, as “teacher-watchers” for years, many student teachers believe that they are familiar with a teacher’s work and care only about the technicality of teaching in methods modules.
To counter the inadequacy of traditional teacher training, this paper reports how peer assessment was implemented in a Putonghua teaching methods module. Experiences gained from the practice indicate that peer assessment could not only enhance student teachers’ professional growth effectively, but also deepen the learning of Primary Putonghua Teaching Methods in Hong Kong. Similar practices are worth trying out in other teaching methods courses.
| Keywords: | Putonghua teacher education; teaching methods; peer assessment |
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