Alongside a paradigm shift towards practice-based learning in teacher education, micro-teaching is an increasingly important pedagogical approach to developing preservice teachers’ core professional knowledge. However, in the current design of BBED 4202: Pedagogy II: Teaching Chinese in Putonghua and Teaching Putonghua, two areas have not been addressed well. First, peer assessment is not reviewed by the students who receive it. Second, while reflection prompts are provided, the quality of reflection also varies, so it is not clear if students develop the skills necessary to becoming reflective practitioners.

To address the above two issues, the proposed project will therefore develop a technology-enhanced micro-teaching model, incorporating two activities – peer review and reflection – that have previously been found highly beneficial to the development of preservice teachers’ practical knowledge. For more details, the specific objectives are as follows:

1. To develop a technology-enhanced microteaching model for assessment and feedback;

2. To facilitate students’ development of core teaching practices;

3. To develop students’ skills at peer-reviewing via microteaching;

4. To cultivate reflective preservice teachers; and

5. To disseminate the developed technology-enhanced microteaching model within and beyond the Faculty of Education.

The Project funded by Teaching Development Grant (TDG) [1], which has been completed at the end of August 2022. Dr. HC Lin, member of the CACLER, applied and mentioned the Centre as part of the research infrastructure. The co-investigators included Dr. SY Hui.

For the further information and resources, please download and visit Dr. HC Lin's personal website 中文閱讀寫作研究室 Chinese Literacy Lab [2].

[1] https://tl.hku.hk/staff/teaching-development-grants/

[2] https://chineseliteracylab.com/enhancing-micro-teaching-through-peer-review-and-reflection/