Educational Research Journal

Abstract

Though the notion of the mentor or co-operating teacher in initial teacher education has been implemented in other countries for many years (Haberman, 1971; Spillane & Levenson, 1976), the Co-operating Teacher Scheme (CTS) was first attempted in initial primary education in Hong Kong only in 1994. The present qualitative study aims to investigate this new attempt by the Hong Kong Institute of Education. The paper focuses on the CTS as a learning experience for both student-teachers and co-operating teachers. Through in-depth interviews, student-teachers and co-operating teachers were asked to describe their experiences in the CTS and how the scheme affected their professional growth. Drawing on the findings, implications for initial teacher education and the implementation of the Scheme for the development of in-service teachers are discussed.

_{[ Index | Educational Research Journal | Other Journals | Subscription form | Enquiry ]}

Mail any comments and suggestions to hkier-journal@cuhk.edu.hk.