A Comparison of Perceptions of Knowledge and Skills Held by Primary and Secondary Teachers: From the Entry to Exit of Their Preservice Programme

Wong, Angela F. L.; Chong, Sylvia; Choy, Doris; Wong, Isabella Yuen Fun; Goh, Kunli

doi:10.14221/ajte.2008v33n3.6

Cited by 20 publications

(12 citation statements)

References 9 publications

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“…The preservice teacher education programs provide foundational knowledge and skills and inspire student teachers to be innovative leaders in schools (Wong, Chong, Choy, Wong, & Goh, 2008). As the sole preservice teacher education provider in Singapore, the National Institute of Education (NIE) plays an integral role in preparing the student teachers for all Singapore schools.…”

Section: • • • •mentioning

confidence: 99%

Student Teachers’ Intentions and Actions on Integrating Technology into Their Classrooms during Student Teachings

Choy

Wong

Gao

2009

Journal of Research on Technology in Education

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The purpose of the study is to explore student teachers' intentions and actions in technology integration in their classrooms. A postgraduate teacher education cohort of 118 Singapore stvAent teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate student-centered learnin[ in their fumre teaching. However, they reported that they were more likely to use technology as :1. supporting and instructional tool during their student teaching rather than using technology to promote sttldent-centered learning. Qualitative findings from 10 purposefully selected participanrs showed consistency with the quantitative results. The results of the study helped to better exemplify the student teachers' intentions and their actions in integrating technology into their classrooms. (Keyword>: pres~rvice teacher education, technology integration, teaching practice, information and ccmmunication technology)

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Section: • • • •mentioning

confidence: 99%

Student Teachers’ Intentions and Actions on Integrating Technology into Their Classrooms during Student Teachings

Choy

Wong

Gao

2009

Journal of Research on Technology in Education

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“…The targeted population of this study is from the Postgraduate Diploma in Education (PGDE) (Primary/ Secondary) programme (Wong et al 2008). It is a one-year programme designed for graduates with a baccalaureate degree from local or recognized foreign universities to prepare them for either teaching at primary or secondary schools in Singapore.…”

Section: Introductionmentioning

confidence: 99%

Beginning teachers’ perceptions of their levels of pedagogical knowledge and skills: did they change since their graduation from initial teacher preparation?

Choy

Chong

Wong

et al. 2010

Asia Pacific Educ. Rev.

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This study investigated changes in beginning teachers' self-perceptions of their pedagogical knowledge and skills after their first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions. The results of the study showed significant increases in beginning teachers' perceptions of their pedagogical knowledge and skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications of findings for induction and mentoring of beginning teachers are discussed.

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“…Researchers have also suggested that after a teacher preparation program, primary student teachers felt more capable than secondary student teachers. The intimate relationships and emotional understanding between primary school student teachers and their students may contribute to their pedagogical skills in care and concern (Wong et al, 2008).…”

Section: Theoretical Background and Literature Reviewmentioning

confidence: 99%

Do Chinese Teachers Perform Emotional Labor Equally? Multi-Group Comparisons Across Genders, Grade Levels and Regions

2019

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The emotional aspects of teaching are important and teachers’ emotional labor, or, how teachers manage emotions at school, has been attracting more and more attention recently. Using multi-group structural equation modeling, this study investigated the measurement invariance of, and the relationships between, teachers’ emotional labor strategies and teaching satisfaction. Participants included teachers from primary and secondary schools in Hong Kong and mainland China. Three sets of group comparisons have been made between female and male teachers, between primary and secondary school teachers, and between teachers in Hong Kong and mainland China. The multi-group invariance tests showed no significant subgroup differences in the measurement and structural models. Thus, there was no difference of ‘kind.’ However, some differences of ‘degree’ were observed across genders, grade levels and regions. These differences in the relationship between surface/deep acting and teaching satisfaction can be attributed to the possible influence of some cognitive factors and socio-cultural contexts. With due methodological rigor, the results of this study provide deeper understanding of teachers’ emotional labor and its relationship with teaching satisfaction.

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A Comparison of Perceptions of Knowledge and Skills Held by Primary and Secondary Teachers: From the Entry to Exit of Their Preservice Programme

Cited by 20 publications

References 9 publications

Student Teachers’ Intentions and Actions on Integrating Technology into Their Classrooms during Student Teachings

Student Teachers’ Intentions and Actions on Integrating Technology into Their Classrooms during Student Teachings

Beginning teachers’ perceptions of their levels of pedagogical knowledge and skills: did they change since their graduation from initial teacher preparation?

Do Chinese Teachers Perform Emotional Labor Equally? Multi-Group Comparisons Across Genders, Grade Levels and Regions

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