Course Description
科目簡介

Please refer to study scheme for details.

LSED2110 Pedagogical Content Knowledge in Science, Technology and the Environment
This course aims at helping students to acquire pedagogical content knowledge in the Area of "Science, Technology and the Environment". It enables students to acquire a deeper understanding of subject knowledge in this specific Area of Study, think about subject knowledge from the students' perspectives, apply subject knowledge from the perspective of multidisciplinary teaching, and organize instructional strategies of issue-based teaching in relevant conceptual and contextual considerations.
The focus will be placed on understanding the scientific and technological principles and social implications of "Public Health and Technology" and "Energy and the Environment". Students will be guided to apply relevant subject knowledge and skills in these areas to discuss and enquire into various related issues in order to reach evidence-based judgment and decisions. The implications of the processes and the results from these enquiries on the learning and teaching of Liberal Studies will be fully discussed.

LSED2210 Pedagogical Content Knowledge in Society and Culture
This course aims at helping students to acquire pedagogical content knowledge in the Area of "Society and Culture". It enables students to acquire a deeper understanding of subject knowledge in this specific Area of Study, think about subject knowledge from the students' perspectives, apply subject knowledge from the perspective of multi-disciplinary teaching, and organize instructional strategies of issue-based teaching in relevant conceptual and contextual considerations.
This Area of Study includes the following modules: Hong Kong Today, Modern China and Globalization. The focus of this course will be placed on enabling students to analyse the human conditions in certain social development and cultural contexts, with reference to their related subject knowledge and concepts from multi-disciplinary perspectives. In addition, issues-based teaching will be adopted to facilitate the students to reflect on the contradictions and values which have been embedded in various phenomena.

LSED2310 Pedagogical Content Knowledge in Self and Personal Development
This course aims at helping students to acquire pedagogical content knowledge in the Area of "Self and Personal Development". It enables students to acquire a deeper understanding of subject knowledge in this specific Area of Study, think about subject knowledge from the students' perspectives, apply subject knowledge from the perspective of multi-disciplinary teaching, and organize instructional strategies of issue-based teaching in relevant conceptual and contextual considerations.
The focus will be placed on the issues and skills related to personal development and interpersonal relationships in the context of the family, peers, and society. Pedagogical strategies like group discussion, debate, role-play, news analysis and independent-enquiry studies, etc., will be introduced to illustrate how the various issues in the module can be imparted.

LSED2220 Foundations of Disciplinary Knowledge and General Education
This course aims to introduce students to the foundations of knowledge and its disciplinary nature in the context of educational practice from schools to universities. In contrast to the disciplinary taxonomy of knowledge partly by which formal education has been generally structured, other ways of conceiving knowledge and ideas of general education for undergraduate education and for basic education will be explored. Students are expected to critically consider and understand the place of knowledge in schooling and the making of school teachers in relation to current systems of higher education, and to reflectively deliberate on their own learning in undergraduate years and throughout their entire life.

LSED2230 Liberal Studies and Methods of Inquiry
This course aims to help students understand the nature of Liberal Studies and its theoretical and pedagogical foundations. Various perspectives on Liberal Studies and different interpretations of its genesis and its significance will be explored. Issue-based inquiry and its variations will be introduced and examined. The conceptual and pedagogical features of various methods of inquiry, including conceptual, factual, valuative and critical, will be explicated using issues related to Liberal Studies curriculum in Hong Kong secondary schools.

LSED2320 Independent Enquiry Studies (I): Research Methods
This course aims to help students understand research process and common research methodology relevant to Independent Enquiry Studies (IES). It introduces research skills including: (a) develop research questions, (b) design a research plan to collect quantitative and/or qualitative data, (c) conduct basic statistical and qualitative data analyses and (d) interpret and discuss results. Students will carry out a group research project to consolidate these skills. These skills prepare students to conduct research projects independently.

LSED3110 Principles of Curriculum and Instruction in LS (I): Theories
This course examines the theoretical foundation of multidisciplinary and issue-based teaching in the context of curriculum development in Hong Kong. It discusses the pedagogy of issue-based learning, with reference to the design of school-based integrated humanities curriculum and the development of teaching materials for Liberal Studies in senior secondary curriculum.

LSED3120 Principles of Curriculum and Instruction in LS (II): Practice
This course provides student-teachers close supervision in the application of various pedagogical methodologies related to issue-based and multidisciplinary teaching. It includes analysis of videotapes of issue-based teaching, opportunities for individual practical teaching and peer review of teaching design.
Prerequisite: LSED3110

LSED3130 Principles of Curriculum and Instruction in LS (III): Classroom Experience and Reflection
This course uses both case method and narrative method to afford student-teachers the opportunity to reflect on their own classroom experiences from teaching practice. It involves student-teachers in the formation of teacher knowledge, with particular connections to personal and professional development.
Prerequisite: LSED3120

LSED4140 Principles of Curriculum and Instruction in LS (IV): Instructional Design and Implementation
The course examines the stages of building an outstanding teaching portfolio, which documents a coherent story of the student-teacher as a reflective practitioner. It investigates the complex process of implementing an instructional design with particular reference to individual differences and assessment for learning.
Prerequisite: LSED3130

LSED4310 Independent Enquiry Studies (I): Methodology and Field Report
This course aims to help students to understand the nature, significance, methodology and procedure of Independent Enquiry Studies. Relevant research methods will be adopted to illustrate the three stages of IES in school-based assessment: proposal, data collection and report. Besides, the interaction of individual learning with group learning as well as the interface between individual supervision and school operation will be explored. Students are expected to conduct field studies on how teachers supervise senior secondary students to conduct IES.

LSED4320 Independent Enquiry Studies (II): Proposal and Project Report
This course aims to provide individual supervision for each student to conduct an Independent Enquiry Studies. Each student will go through stages of project experience: project proposal, literature review, data collection, data analysis, oral presentation and project report.

EDUC4030 Teaching Practice I
The first block of teaching practice provides students with the opportunity to capitalize on the theoretical work provided during the first two years of study. Students will be able to integrate theory and practice in the classroom setting when they are attached to schools to have teaching practice. Students will compile a Teaching Practice Portfolio which promotes reflection and a critical awareness of their teaching. Completion of 'School Experience' in the first two years of study, during which students observe classroom teaching and school life in general, is a prerequisite for this course.

EDUC4040 Teaching Practice II
The second block of teaching practice to be held in the final year of study further enhances students' understanding of school life and their teaching competence. The Teaching Practice Portfolio which students compile documents their professional development as student teachers in addition to developing a critical awareness of their teaching, teaching beliefs and teaching philosophy.