Options
Transition from the university to the workplace : what else do beginning physical education teachers need to learn?
Author
Foo, Fanny Charn Jiuan
Supervisor
Tan, Steven Kwang San
Abstract
Purpose: The purpose of the study was to examine the knowledge and skills of teaching that beginning Physical Education (PE) teachers in Singapore Primary Schools need and want to learn during their first three years of teaching, in order to provide ongoing support for them as they transition from the university to the workplace. This research study described how beginning primary school PE teachers in Singapore applied the knowledge and skills in the areas of curriculum planning, motivation, instructional strategies and management during the first three years of teaching. It also described the knowledge and skills beginning PE teachers needed for further development, as well as their perceptions of the professional support available to them.
Methods: Mixed methods design was used in this study. Quantitative and qualitative data were collected using online questionnaire and face-to-face interviews. The 48 respondents were 2009-2011 graduates from the primary tracks of the Diploma-in-Education and Bachelor of Science (Education) programmes.
Findings: The study revealed that beginning first year PE teachers’ practices of teaching were different from how the second and third year PE teachers were using their knowledge and skills in teaching. Other findings indicated that pedagogical knowledge and skills which needed to be developed further were related to content knowledge. The study concluded with suggestions that differentiated learning support should be provided for beginning teachers with varying years of teaching experience.
Methods: Mixed methods design was used in this study. Quantitative and qualitative data were collected using online questionnaire and face-to-face interviews. The 48 respondents were 2009-2011 graduates from the primary tracks of the Diploma-in-Education and Bachelor of Science (Education) programmes.
Findings: The study revealed that beginning first year PE teachers’ practices of teaching were different from how the second and third year PE teachers were using their knowledge and skills in teaching. Other findings indicated that pedagogical knowledge and skills which needed to be developed further were related to content knowledge. The study concluded with suggestions that differentiated learning support should be provided for beginning teachers with varying years of teaching experience.
Date Issued
2016
Call Number
GV363 Foo
Date Submitted
2016