The aim of this study is to investigate the formation of student teachers' teacher identity from pre-service to the end of the initial year in teaching. We explored why student teachers in Singapore have chosen to enter teaching and tracked changes in their attitudes and beliefs towards teaching at three time points: entry and exit of the initial teacher preparation programme and after 1 year of teaching. The findings showed that, in agreement with previous research, those who are attracted to the teaching profession were mainly motivated by altruistic or intrinsic factors. They also entered the initial training programme with a positive perception of the profession. However, at the point of exit, perceptions towards teaching showed a significant dip. After the first year of teaching, attitudes remained the same as they were at the point of exit. These factors influence the emerging sense of teaching identity.

The purpose of this paper is to introduce an integrated values, skills and knowledge (VSK) framework for initial teacher preparation programmes. The VSK framework articulated, in broad terms, the desired skills and knowledge components for beginning teachers, with the underlying core values permeating the programmes. The paper has two parts, the first of which details the development as well as the conceptual underpinning of the VSK framework. Part two, through a programme evaluation, discusses the validity and reliability of items developed through the VSK framework to measure the values, skills and knowledge that student teachers perceived through their initial teacher preparation programme. IntroductionRapid developments in education, both locally and globally, have raised questions about teacher education and the attributes which underpin proposed teacher preparation and professional development opportunities (Thorpe, 2002). There is a need to draw up descriptions of core attributes to provide teachers new to the field, and those responsible for training them, with clear goals and understanding of the role of a teacher. According to Hager and Gonczi (1993) the generic interpretation of competency centres on the crucial general attributes that an effective practitioner demonstrates and which may be transferable to other roles. A holistic perspective of attributes brings together a range of interpretations and allows for the incorporation of values, ethics and the need for reflective practice. This emphasizes an integrated approach which seeks to establish the relation between knowledge, skills and values.Education and the challenges of preparing quality teachers are important priorities in many developing and developed countries; Singapore is no different. The success of what Singapore hopes to achieve in education depends on the quality of its teachers. Competent effective teachers help to build a strong system of education. The traditional role of the teacher at the centre of student learning is no longer adequate to meet these challenges. In 2004 the National Institute of Education (NIE), Singapore, reviewed and enhanced their pre-service programmes. The desired attributes of a beginning teacher were articulated and a Values, Skills & Knowledge (VSK) framework was developed.The paper has two parts. The first details the development as well as the conceptual underpinning of the VSK framework. Part two, through a programme evaluation, looks at the validity and reliability of items developed through the VSK framework to measure the values, Australian Journal of Teacher Education Vol 34, 3, June 2009 2 skills and knowledge that student teachers perceived through their initial teacher preparation programme. Part One Development of the VSK frameworkCompetency frameworks attempt to make explicit a set of minimum and essential desired attributes of beginning teachers (NBPTS, 2002). These attributes are usually stated in ways that are demonstrable and assessable by the schools or university supervisors. T...

Previous research has shown that while pre-service teachers' formation of their professional identity is shaped by their own teaching and learning experiences, pre-service programmes can make a difference. Our study examines pre-service teachers' professional identity development at the point of entry and exit of their 4-year undergraduate initial teacher preparation programme. Our study aims to establish a baseline understanding of their perceptions about teaching before they embark on the initial teacher preparation programme and to explore the changes in their perceptions (if any) at the point of graduation from the programme. The implications of the findings are discussed in terms of informing admission criteria into the programmes, how initial teacher preparation programmes can be enhanced and key areas of focus for beginning teacher induction programmes.

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Education and the challenges of preparing quality teachers are important priorities in many countries. Singapore is no different. The success of what Singapore hopes to achieve in education depends on the quality of its teachers. Competent and effective teachers help build a strong educational system. In response to the nation's need for quality teachers, the National Institute of Education (NIE), Singapore, reviewed and enhanced their initial teacher preparation programmes in 2005. A Values, Knowledge and Skills (VSK) model listing the attributes of beginning teachers was developed to anchor the review and enhancement. This also provided first steps in developing an overarching Quality Assurance (QA) framework. The QA framework covers key aspects of programme delivery and development, from student's entry profiles to beginning teacher's competencies. The paper has two parts. Part one details the development and conceptual underpinning of the QA framework. Part two outlines the framework's structure and components.