Australian Journal of Teacher Education - Vol 34 - Issue 3 - A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes

Oct 15, 2026

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The paper introduces an integrated values, skills and knowledge (VSK) framework for initial teacher preparation programmes. The framework articulates the desired skills and knowledge components for beginning teachers, while core values permeate the programme design. It presents two parts: development and conceptual underpinnings, and a programme evaluation assessing the validity and reliability of VSK items used to measure student teachers’ perceived values, skills and knowledge.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Part One: Development of the VSK Framework

Competency frameworks and quality assurance

Re-focusing teacher preparation as education

Approaches adopted in developing the framework

Expert consensus building approach

Research-based approach

Professional consensus approach

Australian Journal of Teacher Education Volume 34 | Issue 3 Article 1 2009 A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes Sylvia Chong National Institute of Education Horn Mun Cheah National Institute of Education Recommended Citation Chong, Sylvia and Cheah, Horn Mun (2010) "A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes,"Australian Journal of Teacher Education: Vol. 34: Iss. 3, Article 1. Available at: [http://ro.ecu.edu.au/ajte/vol34/iss3/1](http://ro.ecu.edu.au/ajte/vol34/iss3/1) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol34/iss3/1](http://ro.ecu.edu.au/ajte/vol34/iss3/1) Australian Journal of Teacher Education A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes Sylvia CHONG Horn Mun CHEAH National Institute of Education Singapore Abstract: The purpose of this paper is to introduce an integrated values, skills and knowledge (VSK) framework for initial teacher preparation programmes. The VSK framework articulated, in broad terms, the desired skills and knowledge components for beginning teachers, with the underlying core values permeating the programmes. The paper has two parts, the first of which details the development as well as the conceptual underpinning of the VSK framework. Part two, through a programme evaluation, discusses the validity and reliability of items developed through the VSK framework to measure the values, skills and knowledge that student teachers perceived through their initial teacher preparation programme. Introduction Rapid developments in education, both locally and globally, have raised questions about teacher education and the attributes which underpin proposed teacher preparation and professional development opportunities (Thorpe, 2002) . There is a need to draw up descriptions of core attributes to provide teachers new to the field, and those responsible for training them, with clear goals and understanding of the role of a teacher. According to Hager and Gonczi (1993) the generic interpretation of competency centres on the crucial general attributes that an effective practitioner demonstrates and which may be transferable to other roles. A holistic perspective of attributes brings together a range of interpretations and allows for the incorporation of values, ethics and the need for reflective practice. This emphasizes an integrated approach which seeks to establish the relation between knowledge, skills and values. Education and the challenges of preparing quality teachers are important priorities in many developing and developed countries ; Singapore is no different. The success of what Singapore hopes to achieve in education depends on the quality of its teachers. Competent effective teachers help to build a strong system of education. The traditional role of the teacher atthe centre of student learning is no longer adequate to meet these challenges. In 2004 the National Institute of Education (NIE), Singapore, reviewed and enhanced their pre-service programmes. The desired attributes of a beginning teacher were articulated and a Values, Skills & Knowledge (VSK) framework was developed. The paper has two parts. The first details the development as well as the conceptual underpinning of the VSK framework. Part two, through a programme evaluation, looks at the validity and reliability of items developed through the VSK framework to measure the values, Vol 34, 3, June 2009 1 Australian Journal of Teacher Education skills and knowledge that student teachers perceived through their initial teacher preparation programme. Part One Development of the VSK framework Competency frameworks attempt to make explicit a set of minimum and essential desired attributes of beginning teachers (NBPTS, 2002) . These attributes are usually stated in ways that are demonstrable and assessable

FAQs

What is the purpose of the VSK framework in the paper?

The paper’s purpose is to introduce an integrated values, skills and knowledge framework for initial teacher preparation programmes.

How is the framework structured conceptually?

The framework describes desired skills and knowledge components for beginning teachers, with underlying core values permeating the programmes.

What does the paper use programme evaluation for?

The evaluation examines the validity and reliability of items developed through the VSK framework to measure student teachers’ perceived values, skills and knowledge.

Oct 15, 2026

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