Skip to main content
SpringerLink
Log in

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

  • Published:
Asia Pacific Education Review Aims and scope Submit manuscript

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. A Senior Teacher is a key appointment holder in the school system. A teacher who has been promoted to this rank would have had many years of experience, are recognised for their outstanding ability as classroom teachers and mentors to young teachers, and act as leaders in pedagogy within their schools.

References

  • Anderson, R. C. (1984). Some reflections on the acquisition of knowledge. Educational Researcher, 13(10), 5–10.

    Google Scholar 

  • Awaya, A., McEwan, H., Heyler, B., Linsky, S., Lum, D., & Wakukawa, P. (2003). Mentoring as a journey. Teaching and Teacher Education, 19, 45–56.

    Article  Google Scholar 

  • Berliner, D. C. (1988). Implications of studies on expertise in pedagogy for teacher education and evaluation. In New directions for teacher assessment: Proceedings of the ETS invitational conference (pp. 39–68). Princeton, NJ: Educational Testing Service.

  • Berliner, D. C. (2001). Who is teaching our children? Improving the quality of the teaching force: A conversation with M. Scherer. Educational Leadership, 58(8), 6–10.

    Google Scholar 

  • Bezzina, C. (2006). Views from the trenches: Beginning teachers’ perceptions about their professional development. Journal of In-Service Education, 32(4), 411–430.

    Article  Google Scholar 

  • Britton, T., Paine, L. W., Pimm, D., & Senta, R. (2003). Comprehensive teacher induction: Systems for early career learning. The Netherlands: Kluwer Academic Publishers.

    Google Scholar 

  • Bullough, R. V., Jr., & Stokes, D. K. (1994). Analyzing personal teaching metaphors in preservice teacher education as a means for encouraging professional development. American Educational Research Journal, 31(1), 197–224.

    Google Scholar 

  • Cochran-Smith, M. (2005). The new teacher education for better or worse? Educational Researcher, 34(7), 3–17.

    Article  Google Scholar 

  • Darling-Hammond, L. (1995). Changing conceptions of teaching and teacher development. Teacher Education Quarterly, 22(4), 9–26.

    Google Scholar 

  • Darling-Hammond, L. (1999). Teacher recruitment, selection, and induction. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession—Handbook of policy and practice. San Francisco: Jossey-Bass Publishers.

    Google Scholar 

  • Darling-Hammond, L., Bransford, J., LePage, P., Hammerness, K., & Duffy, H. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.

    Google Scholar 

  • Delgado, M. (1999). Lifesaving 101: How a veteran can help a beginner. Educational Leadership, 56, 27–29.

    Google Scholar 

  • Elliot, B., & Sinlarat, P. (1999). Social dilemmas as a source of ongoing teacher development. Paper presented at the ECER Conference, Lahti, Finland.

  • Fairbanks, C. M., Freedman, D., & Kahn, C. (2000). The role of effective mentors in learning to teach. Journal of Teacher Education, 51, 102–112.

    Article  Google Scholar 

  • Fallon, D. (2006). The buffalo on the chimney piece: The value of evidence. Journal of Teacher Education, 57(2), 139–154.

    Article  Google Scholar 

  • Featherstone, H. (1993). Learning from the first years of classroom teaching: The journey in, the journey out. Teachers College Record, 95(1), 93–112.

    Google Scholar 

  • Feiman-Nemser, S. (1996). Teacher mentoring: A critical review. ERIC Clearinghouse on Teaching and Teacher Education, ED397060.

  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.

    Article  Google Scholar 

  • Feiman-Nemser, S., Parker, M. B., & Zeichner, K. (1993). Are mentor teachers, teacher educators? In D. McIntyre, H. Haggger, & M. Wilkin (Eds.), Mentoring: Perspectives on school based teacher education (pp. 147–165). London: Kogan Page.

    Google Scholar 

  • Fisher, P., Ford, H., Higgins, S., & Oberski, I. (1999). The importance of relationships in teacher education. Journal of Education for Teaching, 25(2), 135–149.

    Article  Google Scholar 

  • Fullan, M. (1998). The meaning of educational change: A quarter of a century of learning. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International handbook of educational change (pp. 214–228). Dordrecht, The Netherlands: Kluwer Academic.

    Google Scholar 

  • Gilles, C., Cramer, M., & Hwang, S. (2001). Beginning teacher perception: A longitudinal look at teacher development. Action in Teacher Education, 13(3), 89–96.

    Google Scholar 

  • Gold, Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 548–616). New York: Macmillan.

    Google Scholar 

  • Goodlad, J. (1999). Rediscovering teacher education. Change, 31(5), 28–33.

    Article  Google Scholar 

  • Grudnoff, L., & Tuck, B. (2001). The effectiveness of initial teacher training programmes in New Zealand: Perspectives of beginning teachers and their supervisors. Paper presented at the ECER Conference, Lille, France.

  • Halford, J. M. (1998). Easing the way for new teachers. Educational Leadership, 55, 33–36.

    Google Scholar 

  • Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., et al. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco: Jossey-Bass.

    Google Scholar 

  • Hartzler-Miller, C. (2002). Teaching for social change: The interplay of social knowledge, content knowledge and personal biography. The International Social Studies Forum, 2(2), 141–155.

    Google Scholar 

  • Hattie, J. (2002). What are the attributes of excellent teachers? Teachers make a difference? What is the research evidence? Wellington: New Zealand Council of Educational Research, 66(4), 3–26.

    Google Scholar 

  • Hopkins, D. (2001). School improvement for real. London: Routledge/Falmer.

    Book  Google Scholar 

  • Huling-Austin, L. (1992). Research on learning to teach: Implications for teacher induction and mentoring programs. Journal of Teacher Education, 43, 173–180.

    Article  Google Scholar 

  • Kagan, D. M. (2002). Professional growth among preservice and beginning teachers. International Journal of Music Education, 39(1), 17–30.

    Article  Google Scholar 

  • Kane, R. G., & Russell, T. (2003). Reconstructing knowledge in action: Learning from the authority of experience as a first-year teacher. Paper presented at the 11th ISATT Conference, Leiden, The Netherlands.

  • McGhan, B. (2002). A fundamental education reform: Teacher-led schools. Phi Delta Kappan, 83(7), 538–540.

    Google Scholar 

  • Moskowitz, J., & Stephens, M. (1997). From students of teaching to teachers of students (APEC No. 97-HR-01.1). Washington, DC: U.S. Department of Education.

    Google Scholar 

  • Nunnaly, J. (1978). Psychometric theory. New York: McGraw-Hill.

    Google Scholar 

  • Parkinson, A., & Rea, J. (1999). Professionals in a few months? Trainee teachers’ perceptions of their profession. Journal of In-Service Education, 25(1), 151–159.

    Article  Google Scholar 

  • Schalock, H., Schalock, M., & Ayres, R. (2006). Scaling up research in teacher education: New demands on theory, measurement, and design. Journal of Teacher Education, 57(2), 102–119.

    Article  Google Scholar 

  • Schempp, P. G., Manross, D., Tan, K. S., & Fincher, M. D. (1998). Subject expertise and teacher’s knowledge. Journal of Teaching in Physical Education, 17(3), 342–356.

    Google Scholar 

  • Serow, R. C., Eaker, D. J., & Forrest, K. D. (1994). I want to see some kind of growth out of them: What the service ethic means to teacher-education students. American Educational Research Journal, 31(1), 27–48.

    Google Scholar 

  • Valli, L. (1992). Beginning teacher problems: Areas for teacher education improvement. Action in Teacher Education, 14, 18–25.

    Google Scholar 

  • Varah, L. J., Theune, W. S., & Parker, L. (1986). Beginning teachers: Sink or swim? Journal of Teacher Education, 37, 30–34.

    Article  Google Scholar 

  • Weiss, E. M., & Weiss, S. G. (1999). Beginning teacher induction. ERIC Digest, ED436487.

  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18(1), 5–22.

    Article  Google Scholar 

  • Wilson, B., Ireton, E. J., & Wood, J. A. (1997). Beginning teacher fears. Education, 117, 396–400.

    Google Scholar 

  • Wong, A. F. L., Chong, S., Choy, D., Wong, I. Y.-F., & Goh, K. C. (2008). A comparison of perceptions of knowledge and skills held by primary and secondary teachers: From entry to exit of the preservice programme. Australian Journal of Teacher Education, 33(3), 77–93.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Learning Sciences and Technologies Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore

    Doris Choy & Angela F. L. Wong

  2. Visual and Performing Arts Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore

    Sylvia Chong

  3. Psychological Studies Academic Group, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore

    Isabella Y.-F. Wong

Authors
  1. Doris Choy
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sylvia Chong
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Angela F. L. Wong
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Isabella Y.-F. Wong
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Doris Choy.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Choy, D., Chong, S., Wong, A.F.L. et al. Beginning teachers’ perceptions of their levels of pedagogical knowledge and skills: did they change since their graduation from initial teacher preparation?. Asia Pacific Educ. Rev. 12, 79–87 (2011). https://doi.org/10.1007/s12564-010-9112-2

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12564-010-9112-2

Keywords

Search

Navigation