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A total of 170 Primary and 426 Secondary student teachers participated. Findings indicate no significant differences at the beginning of the programme. 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Wong\u003Cbr>National Institute of Education, Singapore\u003Cbr>Sylvia Chong\u003Cbr>National Institute of Education, Singapore\u003Cbr>Doris Choy\u003Cbr>National Institute of Education, Singapore\u003Cbr>Isabella Y. Wong\u003Cbr>National Institute of Education, Singapore\u003Cbr>Kim C. Goh\u003Cbr>National Institute of Education, Singapore |  |\n\nRecommended Citation  \nWong, A. F., Chong, S., Choy, D., Wong, I. Y., & Goh, K. C. (2008). A Comparison of Perceptions of Knowledge and Skills Held by Primary and Secondary Teachers: From the Entry to Exit of Their Preservice Programme. Australian Journal of Teacher Education, 33 (3).  \n[http://dx.doi.org/10.14221/ajte.2008v33n3.6](http://dx.doi.org/10.14221/ajte.2008v33n3.6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol33/iss3/6](http://ro.ecu.edu.au/ajte/vol33/iss3/6)  \nAustralian Journal of Teacher Education  \nA Comparison of Perceptions of Knowledge and Skills Held by Primary and Secondary Teachers: From the Entry to Exit of Their Preservice Programme  \nAngela F. L. Wong  \nSylvia Chong  \nDoris Choy  \nIsabella Y-F Wong  \nKim Chuan Goh  \nNational Institute of Education  \nSingapore  \nAbstract: The purpose of this study was to investigate if there  \nwere differences in the levels of pedagogical knowledge and skills as perceived by the student teachers who were enrolled in the Primary and the Secondary Post Graduate Diploma in  \nEducation programme at the National Institute of Education in  \nSingapore. 170 Primary and 426 Secondary student teachers  \nparticipated in the study. The results showed that there were no  \nsignificant differences at the beginning of the programme  \nbetween the two cohorts. However, there were significant  \ndifferences between the two groups at the end of programme,  \nwith the Primary student teachers tending to perceive  \nthemselves as gaining more pedagogical knowledge and skills  \nby the end of their initial teacher preparation programme than  \nthe Secondary student teachers.  \nIntroduction  \nBeginning teachers are expected to acquire a range of knowledge and skills before taking their first teaching posts. The preparation of new teachers is imperative to educational improvement (Cobb, Darling-Hammond, & Murangi, 1995) . What constitutes quality preservice of teachers is in itself an issue that is at the centre of much educational debate. There seems to be an expectation from employers, schools, and beginning teachers that preservice teacher preparation will equip teachers with a set of beginning knowledge and skills; ensure they have adequate content knowledge across curriculum areas; and have a repertoire of teaching strategies that will assist students with the aim of increasing student achievement. Beginning teachers are expected to be able to understand and use pedagogy that has three dimensions: intellectual quality; quality of learning environment; and significance (Kervin & Turbill, 2003) .  \nStudies reviewed by Davies and Ferugson (1997) stressed the importance of teacher preparation and quality teaching. They stated that a knowledgeable and skilful teacher makes the greatest impact on the learning process of the students. When a graduate becomes a beginning teacher, his/her practice is in a unique physical, social and  \nVol 33, 3, June 2008 77  \nAustralian Journal of Teacher Education  \ntemporal environment which represents the intersection of multiple, interacting, interdependent contexts and s/he must call upon multiple ways of knowing to begin enacting the roles of his/her profession (McLeod, 2001) . It is undeniable that teachers need to know many things, including subject matter, learning, students, curriculum, and pedagogy. An important part of learning to teach involves transforming diffe","cbCaifx6IjYfTo8v","https://ap.wps.com/l/cbCaifx6IjYfTo8v","pdf",319760,18,"English","# Abstract\n# Introduction\n## Teacher preparation and quality teaching\n## Perception of knowledge and skills","[{\"question\":\"What does the study examine about student teachers?\",\"answer\":\"It examines whether there are differences in levels of pedagogical knowledge and skills as perceived by Primary and Secondary student teachers in Singapore’s PGDE programme.\"},{\"question\":\"How many student teachers participated, and how were they grouped?\",\"answer\":\"There were 170 Primary student teachers and 426 Secondary student teachers who participated in the study.\"},{\"question\":\"What were the key findings at the beginning and end of the programme?\",\"answer\":\"No significant differences appeared at the beginning between the two cohorts. Significant differences emerged at the end, with Primary student teachers reporting greater perceived gains than Secondary student teachers.\"}]","Australian Journal of Teacher Education - Vol 33 - Issue 3 - Article 6 - A Comparison of Perceptions of Knowledge and Skills Held by Primary and Secondary Teachers | PDF",45]