Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16164
Title: 
Beginning teachers’ pedagogical skills and knowledge towards positive pedagogic teacher-student relationships
Authors: 
Keywords: 
Beginning teacher
Teacher knowledge
Teacher skills
Professional development
Issue Date: 
Jun-2014
Citation: 
Choy, D., Wong, A. F. L., Chong, S. N. Y., & Lim, K. M. (2014). Beginning teachers’ pedagogical skills and knowledge towards positive pedagogic teacher-student relationships. US-China Education Review B, June 2014, 4(6), 357-367.
Abstract: 
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.
URI: 
ISSN: 
2161-623X
Appears in Collections:Journal Articles

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