International Practicum (in-person)

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CHAN Hong Yin, Alan (Bachelor of Education and Bachelor of Science)

 Participating in the Sri Lanka International Practicum Adventure Programme from June 3rd to June 13th was an enriching and fruitful experience. As a pre-service teacher from Hong Kong, this opportunity allowed me to teach in a different cultural and educational setting, enhancing my pedagogical skills and broadening my perspective on global education. Through teaching, observing, and interacting with local students and teachers, I gained valuable insights into effective teaching practices, adapted to new challenges, and reflected on my personal and professional growth.
 

Throughout the programme, I was given the chance to observe my peers’ teaching. I acquired several practical teaching strategies that significantly enhanced my ability to foster an engaging and inclusive classroom environment.

CHAN Yin Ming (Bachelor of Education and Bachelor of Science)

 This practicum provided profound professional inspiration. Observing students’ learning enthusiasm, resilience, and active participation within resource-limited settings significantly influenced my educational philosophy. Managing cultural differences, adapting to varied teaching environments, and addressing unexpected challenges fostered substantial personal growth, enhancing adaptability and cross-cultural competence. Professionally, this experience reinforced my commitment to physics education while highlighting the critical importance of pedagogical flexibility, clear communication, and student-centered instruction. It demonstrated that education extends beyond information transmission to encompass dynamic processes fostering understanding, curiosity, and lifelong learning engagement, customized to individual student needs and contexts. These insights from the Sri Lanka experience will fundamentally inform my approach to physics education and understanding of effective pedagogical practice in future teaching contexts.

CHUNG Ming Fai, Thomas (Bachelor of Education and Bachelor of Science)

 My teaching experience in Sri Lanka was far more than fulfilling a programme requirement. It improved my professional and personal transformation. I learned invaluable lessons about student engagement beyond technology, honed essential practical skills like whiteboard organisation, and faced profound challenges that tested and ultimately strengthened my adaptability and resilience.
 

The lessons learned – about preparation, flexibility, the irreplaceable value of human interaction in learning, and the power of diverse perspectives – will resonate throughout my career. This journey hasn't just changed how I teach; it has deepened my understanding of why I teach, reinforcing a commitment to fostering curiosity and understanding in all students, regardless of the context or resources available. I am deeply grateful for this challenging, eye-opening, and ultimately rewarding experience.

GE Jiahang, Simon (Bachelor of Education and Bachelor of Science)

 Perhaps the most transformative constraint was the absence of technology. No interactive whiteboard, no PowerPoint animations of gas exchange in the lungs. Just a blackboard, chalk, and my own resources. Initially it was quite daunting, because this forced a return to pedagogical fundamentals. I couldn't hide behind slick slides and I had to know my material deeply and explain it clearly and dynamically. Key terms for cellular respiration were written large, connected with arrows as we discussed the process. This stripped-down approach made me realize how over-reliance on technology could sometimes dilute actual teaching. It was a powerful lesson: "Plan as if there is no tech" must be my first step in my later lesson preparation.

LIM Sukmin (Bachelor of Education and Bachelor of Science)

 I ran a TOK [Theory of Knowledge] discussion class with 9th graders. I managed to encourage passive students to speak up and present their ideas during several discussion sessions. They learned not only the TOK content but also why it is important to be confident with their voice and opinions. Due to the limited time, I could not motivate every single student to speak up, but I was glad to see a number of students break out of their comfort zone and embrace the momentary discomfort to project their voice. I would like to train myself more on the techniques to encourage a passive student to speak in public and professionally articulate his/her ideas.

HKU students present souvenirs to the International and School Partnerships team at NIE.

HKU Participants

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International Practicum Exchange Programme (Singapore) (2022-23)

As part of our commitment to fostering international collaboration and enhancing student experience, the SUP Office offers the NIE x HKU International Practicum Exchange Programme with NIE (National Institute of Education) in Singapore.

Our Office was delighted to see the in-person programme resume after a 3-year suspension due to the impact of Covid-19. Seven students from the Faculty embarked on a transformative learning journey where they undertook 4-week professional practicum in local schools in Singapore in July 2023.

Objectives of the programme:

Some of the main objectives for student-teachers include:

1. Developing observation and reflection skills by working alongside experienced teachers in Singapore
2. Gaining practical experiences from assisting with lesson planning, preparation of teaching materials, carrying out teaching activities, etc.
3. Having a deeper understanding of the professional roles and responsibilities of a teacher
4. Having an opportunity to experience a different educational system and culture, build a global mindset and form cross-cultural friendships in an international setting

HKU Participants

Positive feedback & fruitful outcomes

A debriefing session was held at HKU with the participants and feedback was also collected via a post-practicum survey. Students found the international practicum experience enriching and meaningful. It helped them broaden their horizons and gain insights into different educational approaches, pedagogies and curricula. They also appreciated the guidance and mentorship they received from seasoned educators during their practicum, which would help equip them for their future teaching careers.

Here are some words the participants used to describe their fruitful experience: