Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14279
Title: 
Beginning teachers’ perceptions of their pedagogical knowledge and skills in teaching: A three year study
Authors: 
Issue Date: 
2013
Citation: 
Choy, D., Wong, A. F. L., Lim, K. M., & Chong, S. (2013). Beginning teachers' perceptions of their pedagogical knowledge and skills in teaching: A three year study. Australian Journal of Teacher Education, 38(5), 68-79.
Abstract: 
The purpose of this paper is to investigate the beginning teachers’ perceptions of pedagogical knowledge and skills in teaching in Singapore.
Data was collected from the beginning teachers at three time points: the exit point of the teacher education programme, the end of their first year and third year of teaching. In this three year study, the focus is to examine the beginning teachers’ perceptions of their development in the following teaching related factors: lesson planning, classroom management and instructional strategies. The results showed that beginning teachers’ pedagogical knowledge and skills increased significantly, but at different
rates, in all three factors at the end of their third year of teaching. It suggested that learning to teach is an on-going process that begins from the pre-service teacher education programme and continues into the initial three
years of teaching.
URI: 
ISSN: 
0313-5373
Other Identifiers: 
10.14221/ajte.2013v38n5.6
Website: 
Appears in Collections:Journal Articles

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