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Sylvia Chong 한국교육개발원 2011 KEDI Journal of Educational Policy Vol.8 No.2
Research indicates that developing a teacher’s professional identity is both a personal as well as a social process. This study examines teachers’ professional identity development at three time points – at the entry and exit of their one-year teacher preparation program and at the end of their first year as novice teachers. The study aims to establish a baseline understanding of their perceptions about teaching while they embark on the initial teacher preparation program. It explores the changes in their perceptions (if any) at the point of graduation and after their first year of teaching. The implications of the findings are discussed in terms of informing admissions criteria into the programs, how initial teacher preparation programs can be enhanced and key areas of focus for teacher induction programs.
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.
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.