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This study examined the levels of pedagogical knowledge and skills as perceived by student teachers who were enrolled in the Post Graduate Diploma in Education program at the National Institute of Education, Singapore, from the beginning of their initial teacher preparation program to the end of their first year of teaching. Their perceptions were assessed using the Pedagogical Knowledge and Skills in Teaching (PKST) survey which comprised six factors, namely, student learning, lesson planning, instructional support, accommodating diversity, classroom management, and care and concern. A sample of 812 student teachers participated in the study. The [multivariate analysis of variance] MANOVA conducted showed that there were significant increases in both their pedagogical knowledge and skills in teaching in all six factors from the start of their initial teacher preparation (ITP) program till the end of their first year of teaching. However, between the exit from the program to the end of the first year of teaching, they only perceived that their level of pedagogical knowledge in classroom management and care and concern continued to increase significantly. In the case of self-perceived skills, their level increased significantly between entry and exit of the program for all factors, except for care and concern, while the increase between the exit and first year of teaching was significant for all six factors. These results may have implications for preservice teacher education and this will be discussed in this article.

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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 program 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.

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As part of a two-year, mixed methods study, the focus of this paper reports the qualitative findings that are related to nine beginning teachers’ learning to teach with information and communication technology (ICT) during their first year of teaching. It aims to explore how these teachers deepen their understanding performances of technology integration in their first year. They demonstrated consistent, varied perceptions, frequency and ways of using ICT for classroom teaching and learning from their initial teacher education to their first year teaching. They developed diverse understandings of technology integration from their own practice, and chose to play different roles, such as, follower, doer and emerging teacher leader for technology integration. Suggestions to schools on providing beginning teachers with ongoing technical and pedagogical support and capitalizing on their tech-savvy strengths are discussed.

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This paper examined undergraduate pre-service teachers' perceptions of their expectations, fulfilment of these expectations and the relevance of their coursework for classroom practices during three different practicum attachments. These aspects were assessed using questionnaires implemented at the end of each attachment. One-way analysis of variance with repeated measures was used to compare 76 pre-service teachers' responses. The results showed significant differences in their perceptions across the three attachments. Pairwise t-test comparisons also found some significant differences between attachments. The findings of the study are discussed in the light of implications for continued programme development and enhancements to the practicum component that can help to bridge the theory–practice nexus in pre-service teacher education, and contribute to the development of teachers' professional competencies.

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