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

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

doi:10.1007/s12564-010-9112-2

Cited by 16 publications

(14 citation statements)

References 30 publications

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“…Classroom Management skills would also naturally increase with greater experience gained in the classroom setting. This finding replicates what was reported in Choy et al (2011).…”

Section: Changes In Beginning Teachers' Self-perceived Pedagogical Knsupporting

confidence: 93%

“…The findings from lesson planning also echoed the results from previous studies where no significance was reported (Choy et al, 2011). This could be because the beginning teachers were trying to adapt to the school environment and struggling between their different job responsibilities.…”

Section: Changes In Beginning Teachers' Self-perceived Pedagogical Knsupporting

confidence: 75%

“…More specifically, they are to hone their content knowledge, pedagogical knowledge and skills as they have their own classrooms and more contextualized knowledge of their students (Feiman-Nemser, 2001). Beginning teachers' perceived that their knowledge and skills increased significantly in areas such as accommodation of diversity and classroom management, and they also perceived significant increase in their skill of lesson planning after their first year of teaching (Choy, Chong, Wong, & Wong, 2011). However, the study only discussed the beginning teachers' first year development.…”

Section: Introductionmentioning

confidence: 90%

See 2 more Smart Citations

Beginning Teachers’ Perceptions of their Pedagogical Knowledge and Skills in Teaching: A Three Year Study

Choy

Wong

Lim

et al. 2013

AJTE

Self Cite

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“…Classroom Management skills would also naturally increase with greater experience gained in the classroom setting. This finding replicates what was reported in Choy et al (2011).…”

Section: Changes In Beginning Teachers' Self-perceived Pedagogical Knsupporting

confidence: 93%

Section: Changes In Beginning Teachers' Self-perceived Pedagogical Knsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 90%

See 1 more Smart Citation

Beginning Teachers’ Perceptions of their Pedagogical Knowledge and Skills in Teaching: A Three Year Study

Choy

Wong

Lim

et al. 2013

AJTE

Self Cite

View full text Add to dashboard Cite

“…One main aim of schoollevel mentoring is to have mentors help beginning teachers acquire knowledge and work skills in a specific area like a teaching subject. In the period after SMP was introduced, there were several longitudinal survey studies conducted by local researchers (Choy, Chong, Wong, & Wong, 2011;Wong, Teo, & Russo, 2012) to discover the teachers' perceptions of their levels of pedagogical knowledge and skills from pre-service years to their first year of teaching. The findings revealed that beginning teachers expressed a greater sense of confidence in their pedagogical skills and knowledge by the end of their first year of teaching.…”

Section: Unique Challenges In Singapore Remainmentioning

confidence: 99%

Action Research: First-Year Primary School Science Teachers’ Conceptions on and Enactment of Science Inquiry in Singapore

Long

Bae

2018

Asia Pac. Sci. Educ.

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This action research project examines first year science teachers' conceptions of scientific inquiry and their challenges in implementing inquiry-based lessons. Classroom observations and interviews represent two first-year primary school science teachers' conceptions of science as inquiry. Because the current educational landscape emphasizes inquiry-based learning as a foundation of science education, teacher-training in Singapore focuses on augmenting the quality of inquiry-based science lessons. Through a mandatory reduced workload, first-year primary school science teachers can focus on transitioning from being student teachers to full-time teachers. A video of each teacher's lesson was analysed using the EQUIP (Electronic Quality of Inquiry Protocol) instrument. Data analysis of the interviews involved a process of a priori coding based on the essential features of inquiry as well as grounded theory to expose the challenges the teachers faced in their enactment of inquiry-based instruction. Findings suggest that the two first-year teachers formed conceptions of inquiry through their teacher training programs. The teachers revealed three key considerations that affected their practice of inquiry: (1) assessment demands, (2) lack of resources and (3) lack of time to plan and to teach inquiry lessons. Findings in this action research project provide salient implications for other Asian countries which need to improve in-service teacher professional development programs in order to successfully enactment inquirybased instruction.

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“…It is little wonder that teachers new to the profession consistently identify classroom management as an area of great concern (Fontaine, Kane, Duquette, & Savoie-Zajc, 2012;Veenman, 1984). However, even though experience generally improves confidence in one's ability to manage the classroom (e.g., Choy, Chong, Wong, & Wong, 2011;Kotaman, 2010), classroom management remains a front-running concern for experienced teachers (Chan, 2008;Fontaine et al, 2012;Ingersoll, 2001;Melnick & Meister, 2008;Wong, Chong, & Choy, 2012). Furthermore, a teacher's ability to address challenging behaviour can play a critical role in how that teacher is assessed by others.…”

Section: Introductionmentioning

confidence: 99%

Croatian Preschool Teachers’ Self-Perceived Competence in Managing the Challenging Behaviour of Children

Beaudoin¹,

Mihić²,

Lončarić³

2018

CEPSj

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• Managing behaviour is a complex component of the teaching process and one that teachers consistently identify as an area of great concern. This study aimed to examine teachers' perceptions regarding their competence for managing the challenging behaviour of young children and to identify the factors that affect these beliefs. A total of 204 preschool teachers working in Kindergarten Rijeka, Croatia participated. Teachers completed an exploratory survey of self-perceptions of competence in managing the challenging behaviours encountered in their classrooms. Factor analysis revealed a one-factor structure for self-perceived competence, and all scales showed good psychometric properties. Preschool teachers' assessment of their own competence in managing challenging behaviour was explained by the level of support they received from other professionals when faced with children's challenging behaviour and prior coursework in classroom management. Participants with higher levels of professional support and more coursework in classroom management estimated themselves to be more competent in managing challenging behaviour. The results suggest that Croatian preschool teachers need training in classroom management and greater access to professional support personnel when working with students with challenging behaviours.Keywords: classroom management, preschool teachers, self-perceived competence, behaviour management • Obvladovanje vedenja je kompleksna komponenta procesa poučevanja in eno izmed področij, ki ga vzgojitelji označujejo kot enega izmed področij skrbi. Namen raziskave je bil ugotoviti, kako vzgojitelji samoocenjujejo svoje kompetence pri obvladovanju neželenega vedenja predšolskih otrok, in ugotoviti dejavnike, ki vplivajo na ta prepričanja. V okviru raziskave so sodelovali 204 vzgojitelji iz Vrtca Reka, Hrvaška. Vzgojitelji so izpolnili vprašalnik o samooceni njihovih kompetenc pri obvladovanju neželenega vedenja, ki so ga zaznali v svoji vrtčevski skupini. Faktorska analiza je pokazala enofaktorsko strukturo za samooceno kompetenc, pri čemer so lestvice pokazale dobre psihometrične značilnosti. Ocena vzgojiteljev glede lastnih kompetenc pri obvladovanju neželenega vedenja otrok je pojasnjena z ravnjo podpore, ki jo dobijo od drugih strokovnjakov, ko so soočeni z neželenim vedenjem, in s predhodnim delom pri vodenju skupine. Udeleženci z višjo ravnjo strokovne podpore in več predhodnega dela pri vodenju skupine so se samoocenili kot kompetentnejši pri obvladovanju neželenega vedenja otrok. Rezultati kažejo, da hrvaški vzgojitelji potrebujejo usposabljanja za vodenje razreda/skupine in večji dostop do strokovnega podpornega osebja, ko delajo z učenci z neželenimi vedenji.Ključne besede: vodenje razreda, vzgojitelji, samoocena kompetenc, obvladovanje vedenja c e p s

show abstract

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

Cited by 16 publications

References 30 publications

Beginning Teachers’ Perceptions of their Pedagogical Knowledge and Skills in Teaching: A Three Year Study

Beginning Teachers’ Perceptions of their Pedagogical Knowledge and Skills in Teaching: A Three Year Study

Action Research: First-Year Primary School Science Teachers’ Conceptions on and Enactment of Science Inquiry in Singapore

Croatian Preschool Teachers’ Self-Perceived Competence in Managing the Challenging Behaviour of Children

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