Effective teaching and learning strategy is one of the most important topics in the field of teachers’ professional development. Teachers’ education and pre-service teachers’ training programmes provide necessary coursework, field experience, and student teaching internship experience to pre-service, potential, and second career teachers who are seeking initial license status. Due to the rapid developments in Hong Kong, China, school teachers face challenges, difficulties, and social problems due to excess enrolment of teachers from different backgrounds. The regular curriculum and material also fail to cover all these issues. The current study applied the seminar technique as recommended in Polya’s Four-Step Problem-Solving Model with targeted discussion topics and engaged 12 STEM pre-service teachers at one of the Postgraduate Diploma in Education (PGDE) programmes. The results indicated that beyond regular coursework, field experience, and internship experiences embedded in the curriculum, additional seminars allowed the participants to establish inter-disciplinary teaching strategies and critical thinking skills. The results of this study serve as a blueprint for teachers’ education programme leaders and school administrators to establish similar seminars and conduct such sessions for their pre-service and in-service teachers to refresh and advance their teaching and learning strategies.
The study contributes to the existing literature on teachers’ education programmes, teachers’ training, and teachers’ professional development. The primary contribution of this article is also to provide directions for school leaders and administrators to establish professional training to their in-service and pre-service teachers in K-12 school environments.
Hong Kong education system Initial license, Pre-service teacher, Seminar methodology, Registered teachers, Second career teachers, Teachers education programme Teachers professional Development.
This research is based on a support from Woosong University Academic Research Funding, 2019.
The author declares that there are no conflicts of interests regarding the publication of this paper.