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Choy, Doris
Pedagogical knowledge and skills of preservice primary school teachers
2008-11, Chong, Sylvia, Choy, Doris, Wong, Angela F. L.
Teachers’ perceptions of engaging students in self-directed learning and collaborative learning in Singapore classrooms
2015-04, Choy, Doris, Tan, Seng Chee, Ang, Kok Cheng
The purpose of the paper is to investigate the development of teachers’ perceptions towards engaging students in self-directed learning (SDL) and collaborative learning (CoL) activities, and with the support of information and communication technology (ICT) in classrooms. More than 4000 teachers’ perceptions towards engaging students in SDL and CoL activities were collected through an online survey from 2010 to 2013. The findings showed an upward trend in their perceptions in SDL, SDL with ICT and CoL with ICT. Further analysis of the 2013 data showed that there were some significant differences across different levels (i.e.: primary, secondary, and junior college levels). These findings suggest professional development areas that could further support teachers in integrating SDL and CoL activities in class.
Singapore's preservice teachers' perspectives in integrating information and communication technology (ICT) during practicum
2008-11, Choy, Doris, Wong, Angela F. L., Gao, Ping
The purpose of the study is to investigate preservice teachers' perspectives in technology integration in Singapore. The preservice teachers participated in three surveys: 1) before taking the technology course, 2) after completing the course, and 3) after completing the ten-week teaching practicum. The first two questionnaires collected data related to their thoughts of using technology in their future teaching. The third questionnaire asked about their actual integration of technology during their ten-week teaching practicum. Qualitative data was also collected from ten purposefully selected participants to gather more in-depth information about how they planned to integrate technology and how they actually used technology in their teaching practicum. The findings from the quantitative survey data and the qualitative information were consistent and complemented each other. The results of the study provided a better understanding of preservice teachers' thoughts and actual practices in integrating technology into their teaching.
Enhancing preservice teachers’ professional growth through reflections using videos
2020, Choy, Doris, Wong, Angela F. L., Tan, Seng Chee
Premised on situated cognition, this study focused on developing preservice teachers’ understanding and performances in technology-based pedagogies during the formal coursework at NIE and during their field placements. A mixed-method research design was proposed. This study aimed to contribute to the field of technology-based pedagogy and preservice teachers’ education.
The first objective was to track if there were any changes in preservice teachers’ technology competency, perceptions and practice in the use of ICT for classroom teaching and learning. This was done by collecting quantitative survey data from a cohort of 300 preservice teachers in the Diploma in Education (Primary) programme at four different points throughout their initial teacher education programme. The research questions were:
What are the changes of the preservice teachers’ intentions to integrate Information and Communication Technology (ICT) in their future teaching?
What are the changes of the preservice teachers’ practices to integrate Information and Communication Technology (ICT) in their 5-week Teaching Assistantship and 10-week Teaching Practice?
The second objective was to investigate a small group of 14 preservice teachers’ process of constructing their understanding of technology-based pedagogy throughout their initial teacher education programme.
Perception changes in knowledge and skills of graduating student teachers: A Singapore study
2010, Chong, Sylvia, Wong, Angela F. L., Choy, Doris, Wong, Isabella Yuen Fun, Goh, Kim Chuan
The purpose of this study was to investigate the perceptions that student teachers hold of the level of their knowledge and skills in the areas of pedagogy and classroom management. A sample of 596 student teachers completed the survey on their perceptions at the beginning and at the end of their initial teacher preparation programme. The results of the study indicated that student teachers' perceptions of their knowledge and skills in the areas of facilitation, lesson preparation, classroom management, feedback and evaluation increased significantly upon completion of their teacher preparation programme. However, their perceived skill level in the area of care and concern remained unchanged by the end of the programme. The findings also showed that although the student teachers perceived their knowledge and skills at about the same level at the beginning of the programme, they perceived their knowledge level to be significantly higher than their skills level by the end of the programme.
A four-year longitudinal study of the development of student teachers’ pedagogical knowledge and skills in teaching
2012-04, Choy, Doris, Wong, Angela F. L., Chong, Sylvia, Lim, Kam Ming, Goh, Kim Chuan
This study followed a cohort of student teachers from the beginning of their teacher education program to the end of the third year of teaching, looking at their perceived changes in pedagogical knowledge and skills in teaching in Singapore. The PKST survey comprising 37 items with six factors were used to collect data. In the cohort of over 1300 student teachers, 353 participated in all five survey data collections. The results showed that the participants’ overall pedagogical knowledge and skills in teaching increased significantly. The largest increases were found in knowledge in lesson planning and skills in classroom management. The skills in showing care and concern did not show significant increases until the end of third year of teaching.
Nurturing preservice teachers’ understanding of technology-enhanced pedagogy through reflection
2010-12, Gao, Ping, Tan, Seng Chee, Wong, Angela F. L., Choy, Doris, Wang, Long Long
This paper reports the preliminary qualitative findings of the first-year phase from a two-year study, in which we aimed to investigate: 1) the preservice teachers' knowledge, attitudes and use of Information Technology (ICT) for classroom teaching and learning, and 2) their learning from reflection upon their use of ICT throughout their two-year initial preparation program. The major first-year findings showed that all the 14 participants demonstrated a gain in ICT knowledge and skills and register positive changes in their beliefs in and attitudes toward using ICT for classroom teaching and learning. Their use of ICT, however, varied greatly from using ICT as a presentation tool to support their instruction to engaging their students in using ICT to work on the authentic tasks. The participants’ reflection reinforced their perceptions of using ICT for classroom teaching and learning. The recommendations for engaging preservice teachers in reflection are discussed.
Developing pedagogical knowledge and skills for teachers
2021, Choy, Doris
Engaging preservice teachers in reflexive practice: Developing embodied understanding of technology integration
2011-04, Gao, Ping, Wong, Angela F. L., Tan, Seng Chee, Choy, Doris
This paper reports the qualitative findings of a two-year study aimed at investigating the process and impact of video technology-aided and researcher-guided reflection on seven preservice teachers’ learning to teach with information technology (IT). Video technology and guided reflection could afford the participants to develop their embodied understanding about technology-enhanced pedagogy and positively impact their future actions. However, dialogic understanding from guided reflection was found most crucial for preservice teachers to unsettle previously held assumptions, reconstruct new understandings, and consequently could prepare them to be thoughtful for future actions. Implications for teacher education are discussed.
Beginning teachers’ pedagogical skills and knowledge towards positive pedagogic teacher-student relationships
2014-06, Choy, Doris, Wong, Angela F. L., Chong, Sylvia, Lim, Kam Ming
This study investigated beginning teachers’ self-perceived pedagogical knowledge and skills in engaging and managing their students. More specifically, it discussed the development of positive pedagogic teacher-student relationships across three time points: at the exit of their pre-service program, at the end of the first year of teaching, and at the end of the third year of teaching. Four factors were extracted: (a) student learning; (b) accommodating diversity; (c) classroom management; and (d) showing care and concern. A sample of 358 beginning teachers participated in the study. Multivariate analysis of variance (MANOVA) results showed that there were significant increases in all four factors across the three time points. The results are useful in informing teacher education programs as well as teacher induction programs to facilitate support for beginning teachers during their beginning years of teaching.
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