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Data are collected at three time points: the exit point of the teacher education programme, the end of the first year, and the end of the third year of teaching. The study examines lesson planning, classroom management, and instructional strategies. Results show significant growth in pedagogical knowledge and skills across all three factors by the third year, though at different rates.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/beginning-teachers-perceptions-of-their-pedagogical-knowledge-and-skills-in-teaching-article-5-study/593525/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/beginning-teachers-perceptions-of-their-pedagogical-knowledge-and-skills-in-teaching-article-5-study/593525.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this study?","Question",{"text":112,"@type":113},"The study investigates beginning teachers’ perceptions of their pedagogical knowledge and skills in teaching and examines whether those perceptions change across the first three years.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"When and how was data collected?",{"text":117,"@type":113},"Data were collected at three time points: upon exit from the teacher education programme, at the end of the first year of teaching, and at the end of the third year.",{"name":119,"@type":110,"acceptedAnswer":120},"Which teaching factors are examined in relation to perceptions?",{"text":121,"@type":113},"The study focuses on lesson planning, classroom management, and instructional strategies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593525,1792192639,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 5 | Article 5 |\n| --- | --- |\n| 2013\u003Cbr>Beginning Teachers’ Perceptions oftheir Pedagogical Knowledge and Skills in Teaching: A Three Year Study\u003Cbr>Doris Choy\u003Cbr>National Institute of Education, Nanyang Technological University, [doris.choy@nie.edu.sg](doris.choy@nie.edu.sg)\u003Cbr>Angela F. L. Wong\u003Cbr>National Institute of Education, Nanyang Technological University, [angela.wong@nie.edu.sg](angela.wong@nie.edu.sg)\u003Cbr>Kam Ming Lim\u003Cbr>National Institute of Education, Nanyang Technological University, [kamming.lim@nie.edu.sg](kamming.lim@nie.edu.sg)\u003Cbr>Sylvia Chong\u003Cbr>National Institute of Education, Singapore, [sylvia.chong@nie.edu.sg](sylvia.chong@nie.edu.sg) |  |\n\nRecommended Citation  \nChoy, Doris; Wong, Angela F. L.; Lim, Kam Ming; and Chong, Sylvia (2013) \"Beginning Teachers’ Perceptions oftheir Pedagogical Knowledge and Skills in Teaching: A Three Year Study,\"Australian Journal of Teacher Education: Vol. 38: Iss. 5, Article 5.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol38/iss5/5](http://ro.ecu.edu.au/ajte/vol38/iss5/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss5/5](http://ro.ecu.edu.au/ajte/vol38/iss5/5)  \nAustralian Journal of Teacher Education  \nBeginning Teachers’ Perceptions of their Pedagogical Knowledge and Skills in Teaching: A Three Year Study  \nDoris Choy  \nAngela F. L. Wong  \nKam Ming Lim  \nNational Institute of Education, Nanyang Technological University, Singapore  \nSylvia Chong  \nNational Institute of Education, Singapore  \nAbstract: The purpose of this paper is to investigate the beginning teachers’perceptions of pedagogical knowledge and skills in teaching in Singapore.  \nData was collected from the beginning teachers at three time points: the exit point of the teacher education programme, the end of their first year and third year of teaching. In this three year study, the focus is to examine the beginning teachers’ perceptions of their development in the following teaching related factors: lesson planning, classroom management and instructional strategies. The results showed that beginning teachers’pedagogical knowledge and skills increased significantly, but at different rates, in all three factors at the end of their third year of teaching. It suggested that learning to teach is an on-going process that begins from the pre-service teacher education programme and continues into the initial three years of teaching.  \nIntroduction  \nEfforts to increase teachers’ proficiency and efficacy are critical components in making necessary changes to the education system (Darling-Hammond & Baratz-Snowden, 2005) . Beginning teachers should have basic knowledge and skills of the pedagogical principles and the content knowledge in selected subject areas upon completion of their pre-service teacher education programme. Feiman-Nemser (2001) discussed that preservice teacher education programmes laid a foundation of theories and offered opportunities for pre-service teachers to practise their teaching. However, these experiences are still different from the responsibilities and expectations of beginning teachers when they step into their own classrooms. In reviewing eleven studies on knowledge, skills and beliefs of pre-service teachers, Wilson, Floden, and Ferrini-Mundy (2002) concluded that beginning teachers lacked the conceptual understanding that is needed to respond to students’ questions and the abilities to extend the lessons beyond the basics.  \nTo meet the changing and increasing demands of education, schools are continually challenged to provide appropriate and timely professional development measures that will enhance beginning teachers’ skills, knowledge, and attitudes. Research has confirmed repeatedly that a significant factor in raising students’ academic gains is through the improvement of instructional capacity (Darling-Hammond, Chung, & Frelow, 2002; Marzano & Marzano, 2003) . The challenge fo","cbCaius8ZiEnTAO5","https://ap.wps.com/l/cbCaius8ZiEnTAO5","pdf",122697,13,"English","# Introduction\n## Purpose of the study\n## Study context and rationale","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"The study investigates beginning teachers’ perceptions of their pedagogical knowledge and skills in teaching and examines whether those perceptions change across the first three years.\"},{\"question\":\"When and how was data collected?\",\"answer\":\"Data were collected at three time points: upon exit from the teacher education programme, at the end of the first year of teaching, and at the end of the third year.\"},{\"question\":\"Which teaching factors are examined in relation to perceptions?\",\"answer\":\"The study focuses on lesson planning, classroom management, and instructional strategies.\"}]","Beginning Teachers’ Perceptions of their Pedagogical Knowledge and Skills in Teaching - Article 5 - Study | PDF",1792077415,33]