1997．第12卷第2期（Vol. 12 No. 2）．pp. 180189
Student Teachers’ Perceptions of Teaching and Learning: An Exploratory Study of the Level of Reflectivity
John Chi-Kin LEE & Ka-Ming Patrick WONG（李子建、黃家鳴）
Reflective teaching, of various interpretations, has been increasingly discussed in the literature of teacher education. By employing a hierarchical framework which has integrated essential elements of Van Manen's levels of reflectivity, Biggs and Watkins' conceptions of teaching and learning, and LaBoskey's categories of reflection in teacher education, the study attempted to explore local student teachers' perceptions of teaching and learning in terms of their levels of reflectivity. The investigation consisted of a questionnaire study administered twice to a group of 70 student teachers (57 taking both, 11 only the first, and 2 only the second) who completed teacher-training courses in the former Colleges of Education, and were then taking a full-time B.Ed. programme at the university. Their verbal descriptions of teaching, learning and the inter-relationship were analysed and coded, first based on a prespecified framework of reflectivity, and second, by using indexed key words only. Cluster analysis was applied to the coded data by the second scheme to establish convergence of the two approaches and to reveal group characteristics in verbal responses. Overall, the results have revealed that the majority of subjects, despite their training experience, still held traditional quantitative conceptions of teaching and learning. Furthermore, there was a lack of congruence with regard to the quantitative conceptions of teaching and learning and an interdependence between the two. These results call for a critical re-examination of current approaches to induce more qualitative, reflective understanding of learning and teaching in teacher education programmes.