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Doris Choy,Sylvia Chong,Angela F. L. Wong,Isabella Y.-F. Wong 서울대학교 교육연구소 2011 Asia Pacific Education Review Vol.12 No.1
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.
Confidence levels after practicum experiences of student teachers in Singapore: An exploratory study
Kim Chuan Goh,Angela F. L. Wong,Doris Choy,Justina Puay Inn Tan 한국교육개발원 2009 KEDI Journal of Educational Policy Vol.6 No.2
The teaching practicum is regarded by many as an important part of teacher preparation where student teachers try to translate what they have learned into practice. This paper examines the confidence levels of student teachers as perceived by themselves, by their cooperating teachers and university supervisors in their knowledge and skills at the end of the two teaching practicum attachments in the third and fourth year of the 4‐year initial teacher preparation degree program. The results show a significant increase in confidence levels as perceived by all three parties at the end of each practicum, and even more so at the end of the second practicum. One implication of this study is that the practicum component in the teacher preparation program has been effective in meeting its expected objective of preparing the student teachers to be ready to assume their role as a full‐fledged teacher upon graduation.
Suat Khoh Lim-Teo,Ee Ling Low,Angela F. L. Wong,Sylvia Chong 한국교육개발원 2008 KEDI Journal of Educational Policy Vol.5 No.2
Initial teacher education programmes are seen as the first step in the professional development of teachers. The overall goal is the improvement of teachers’ practice. This goal can be achieved through enhancing the motivation, competence, and confidence of (student) te achers in teacher education programmes. Research has shown that the extent to how well prepared teachers feel (motivated, competent and confident) is correlated with the sense of teaching efficacy and responsibility for student learning. This study examines the changes in perceptions (if any) of graduating student teachers’ motivation level to be a teacher, teaching competencies, and confidence as a teacher at the exit point of the initial teacher preparation programme.