Faculty of Education, The University of Hong Kong

Major Methods Course

The Major Methods course examines methods of teaching of subjects of a cognate area within the school curriculum. It focuses on work in Hong Kong schools, and concerns issues such as the place, value and problems of the area within the curriculum; the planning, design and evaluation of lessons, programmes and syllabuses to achieve interest and learning; organization and control in classrooms, laboratories and other teaching settings; new developments in teaching in Hong Kong and overseas; the use of information and communications technology in teaching and learning; methods of assessment; production of resources and evaluation of textbooks and other materials. Candidates are required to take a major methods course of your major methods subject.

The Major Methods course helps you develop specialist subject teaching competence within a Key Learning Area (KLA) of the Hong Kong school curriculum. It is delivered in group seminars and workshops as well as in lectures. You will work on the analysis and development of effective classroom practice. This involves, in part, the synthesis of the best of traditional and newer methods, developed with the support of relevant theory and empirical evidence. The practical focus of the course is supported by microteaching and information technology. Certain groups will be involved in field work, and groups may meet for discussions or activities of common interest at times not specified in the timetable.

Key Learning Areas / Major :

• Chinese Language Education^1,2
  
  • Chinese (Primary)⁴ (full-time and part-time)
  • Chinese (Secondary)⁴ (full-time and part-time)
• English Language Education^{2, 3}
  
  • Full-time English (Primary & Secondary)⁴
  • Part-time English (Primary & Secondary)⁴
• Mathematics Education
  • Mathematics (Secondary)⁴ (full-time and part-time)
• Liberal Studies (full-time and part-time)
• Personal, Social and Humanities Education (full-time and part-time)
  • Majors in Economics, Geography, and History (including Chinese History)
• Science Education (full-time and part-time)
  • Majors in Biology, Chemistry and Physics
• Early Childhood Education (part-time only)⁵
• Special Education (part-time only)

1

English is used as the medium of instruction in all courses, except Chinese Methods courses which are taught in Chinese.

2

Serving language teachers may apply for grants under the Professional Development Incentive Grant Scheme for Language Teachers. PGDE students majoring in relevant language subjects are recognized by the Standing Committee on Language Education and Research (SCOLAR) as having fulfilled the "Language Major Teacher Training".

3

English as a Second Language

4

The emphasis given to primary / secondary education in the chosen stream should not confine you to teaching only within that context.

5

Graduates of the PGDE (Major in Early Childhood Education) programme are eligible for registration as kindergarten (KG) teachers, and as child care workers and child care supervisors, with the Education Bureau (EDB) and the Social Welfare Department respectively. Moreover, the EDB considers that a Bachelor Degree plus a Certificate (ECE) or equivalent (including PGDE[ECE]) as having met the required B(ECE) for KG principals. Serving KG teachers and principals may apply for course fee reimbursement from the EDB.

Educational Studies Course

The Educational Studies (ES) consists of two courses i.e. EDUC6651 "Classroom learning and student development" (ES1) and EDUC6652 "School and society: Understanding the processes and contexts of education" (ES2).

"Classroom learning and student development" adopts an inquiry-based approach to help pre-service and in-service teachers reflect on their understanding of student learning and development using principles and concepts from psychology of education. Issues addressed include constructivism, conceptions of and approaches to learning, motivation, classroom management, self-esteem, assessment and learning, student diversity and special educational needs, guidance and counselling, teacher-student relationship and stress management. The mode of delivery is to mirror the theories presented in the course. To learn how to teach, it is essential to understand how students learn. One way to do that is for course participants to understand more about how they themselves learn. Instead of receiving information in lectures, course participants will be involved in asking questions, solving problems, sharing ideas, making inquiry, and reflecting on their experiences. We will work together collaboratively as a community of learners as we learn to create a better learning environment for our students. After attending the course, participants will be able to (i) develop an understanding of how students learn and develop; (ii) familiarize themselves with the roles of teachers in facilitating student learning and guiding student development; (iii) acquire understanding and skills with catering for student diversity and individual differences; (iv) reflect on their own beliefs and practices of teaching and learning, guidance and special needs; and (v) develop a positive attitude towards teaching and learning in participating as a community of learners.

"School and society: Understanding the processes and contexts of education" will examine critically the intertwining relationships between schooling and society, i.e. how education and social changes mutually influence each other. A wide range of educational issues will be introduced in this course, including the aims of education, curriculum and assessment reform, values and ethics in education, educational stratification, the medium of instruction, and so forth. Participants will be expected to understand and interpret these educational issues and processes in the context of local, national, and global social transformations. This course will offer theoretical and critical lenses for practitioners to observe, analyze, and reflect on their daily practices and encounters in school.

Due to the nature of educational issues, the sessions of both ES courses are generally interactive in nature. You are often required to read book chapters and/or journal papers and to prepare responses to questions before the sessions. During the sessions, teachers will guide students in identifying relevant issues from the readings for collaborative analysis, critical discussion and more thorough understanding.

Elective Course

The electives are provided to help participants develop their capability to teach in an area other than their Major subject (such as Mathematics, Integrated Science, Language Arts, Liberal Studies and others) or to deepen their understanding of educational issues (such as global citizenship, classroom interaction, mistake management, school-based management, technology applications in education, ways to enhance students’ self-esteem). The list of electives to be offered varies slightly from year to year.

For electives offered in 2011-12, please visit:
http://web.edu.hku.hk/programme/elective/bed_pgde/2011-2012/index.html

Practical Teaching Course

This course is a professional requirement that enables candidates to develop professional teaching competencies within the school environment. Candidates are required to integrate theory and practice in four domains - Learning and Teaching, Student Development, School Development, Professional Community. Through practical teaching, students commit themselves to six core professional values: belief that all students can learn, care for students, respect for diversity, commitment and dedication to the profession, collaboration, sharing and team spirit, passion for continuous learning and excellence.

Because this component is conducted in schools and involves direct learning relationships with school students, candidates must comply with the following professional requirements: Candidates shall conduct themselves professionally during their studies and towards staff and students in schools or other institutions. Candidates who exhibit behaviour deemed by the Faculty to be threatening or harmful to school children, teachers, fellow students, or to schools and other institutions participating in the programme, may not be permitted to take, or may be withdrawn from the course, and hence will not be able to satisfy the professional requirements of the curriculum.

The core aspects of candidates' performance in the practical teaching that will be assessed include but are not limited to the following:

• planning for effective teaching and learning
• knowledge of the field of study and its acquisition
• teaching strategies which motivate student learning and meet diverse student needs
• managing learning and interaction in the classroom
• professional orientation

For full-time students, this course normally comprises not less than eight weeks of teaching practice under supervision. They will be placed, with experienced teachers (mentors) to help, in schools within Hong Kong, to observe, reflect upon school processes, and try out their developing teaching skills. The Partnership Office will arrange practicum placements for all full-time students.

For part-time students, this course normally extends over the period of the curriculum or for a shorter period as determined by the Board of Examiners. They are normally expected to have a teaching responsibility in a school to allow the university tutors to assess their teaching.

Self-Directed Learning

An important element of the PGDE programme is the component known as Self-Directed Learning (SDL) sessions. These are timetabled sessions that aim to empower students to take responsibility for their own learning and professional development. During the SDL sessions, students are given the autonomy to decide on what to explore and how to conduct the lessons in a meaningful way.